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UNIT 3.

FRIENDSHIP

_____ Урок 1 _____

«Друзья». Говорение
Место урока: 1/12.
Тип урока: урок введения и первичного закрепления лексических единиц.
Вид урока: традиционный.
Формы^работы: индивидуальная, парная, коллективная.
Цель: развитие навыков* говорения.
Задачи:
образовательная: создать условия для формирования у учащихся языковых знаний и речевых умений
по теме «Друзья»;
развивающая: способствовать развитию памяти, внимания, мышления, воображения у учащихся;
воспитательная: содействовать развитию познавательного интереса через содержание учебного мате­
риала.
Прогнозируемый результат: предполагается, что к концу урока учащиеся смогут рассказать о своих
друзьях.
Оборудование: компьютер, мел, доска.
Дидактическое оснащение: учебник «English 7. Student’s book» (Н. В. Юхнель, Е. Г Наумова, Н. В. Дем­
ченко); рабочая тетрадь «English 7. Workbook-1» (Н. В. Юхнель, Е. Г. Наумова); наглядный и раздаточный
материал.
ХОД УРОКА

I. Организационный момент. Введение в тему урока и определение целей


— Good afternoon, boys and girls! Sit down, please! How are you? How did you spend your
weekends? Who of you met with your friends? Raise your hands, please! I see all of you met with
your friends last weekend. The topic of our lesson today is «My Friends».
— As you have already understood, we are going to speak about friends and friendship today.
II. Речевая зарядка. Развитие навыков говорения
— Answer the questions, please!
1. Have you got a friend?
2. What is her / his name?
3. Do you have a lot of friends?
4. How often do you meet with your friends?
5. Do you like to spend free time with your friends or alone?
— Let’s play the game «Associations». Say and write as many words as you can.

III. Основной этап урока


Формирование лексических навыков
— Look at the board, please! Here you can see the words to our topic:
be there for someone — быть рядом, поддерживать
call names — оскорблять, обзывать кого-либо
fall out — ссориться
get on — ладить, дружить
have in common — иметь что-то общее
share — делить, делиться
— Listen to me and repeat after me, please! Who wants to demonstrate his/her reading skills?
Развитие навыков говорения
— Let’s play a ball game. Г11 throw you a ball and ask you some questions. Try to answer my
questions. Use short answers: «Yes, I do. / No, I don’t» or «Yes, he / she is. / No, he / she isn’t».
1. Is your friend always there for you?
2. Do you fall out with your friend?
3. Do you get on well with your friend?
4. Do you have much in common?
5. Do you share secrets with your friend?
Key to the task:
Suggested answers:
1. Yes, h e / she is. / No, he / she isn’t.
2. Yes, / do. / No, 1 don’t.
3. Yes, / do. / No, I don’t.
4. Yes, I do. / No, I don’t.
5. Yes, I do. / No, I don’t.
Развитие навыков восприятия и понимания иноязычной речи на слух
— Ex. 1а, р. 55. SB. Listen to the poem. Do you agree with it? What is the best thing about
friends?
Key to ex. la.
I agree with this poem. My friends always give me a helping hand.
— Ex. lb, p. 55. PB.
Key to ex. lb.
/ share my secrets, troubles and happy moments with my friends.
Физкультминутка
Stand up and look around,
Shake your head and turn around.
Stamp your feet upon the ground,
Clap your hands and then sit down.
Развитие навыков изучающего чтения
a) Предтекстовый этап. Снятие языковых трудностей
— What kind of friends do people have? Where do people find friends?
Key to the task:
There are many kinds of friends: good, bad, understanding, true. You can meet a friend everywhere:
at school, in the streets, on the Internet and so on.
b) Текстовый этап. Чтение текста
— Ex. 2b, p. 56. PB. Read the letters and find out what kind of friends the children have.
Key to ex. 2b.
Grandad, a computer, a horse.
c) Послетекстовый этап. Контроль понимания прочитанного текста
— Let’s do some tasks to these texts.
— Open your workbooks at p. 39. Try to match the people’s statements with the verbs.
Key to the task:
1. to share secrets; 2. to call someone names; 3. to have something in common; 4. to be there for
someone; 5. to get on well; 6. to fall out.
— Say if the sentences are true or false.
1. Mark and his grandad have been friends since he was a teenager.
2. Mark and his grandad go swimming in summer and skating in winter.
3. Rimma’s classmates are not interested in reading or studying.
4. Rimma can find a lot of friend^ everywhere,
5. At school kids never call Rimma names.
6. Computer is always there for Rimma.
7. Tony’s best friend is a dog.
8. Tony has had him for five years.
9. Tony and his horse have a lot in common.
10. Tony and his horse like walks and bananas.
Kev to the task:
1. False. 2. False. 3. True. 4. False. 5. False. 6. True. 7. False. 8. False. 9. True. 10. False.
— Ex. 2c, p. 57. SB. Match the definitions with the words in bold.
Kev to ex. 2c,
a) to have a lot in common; b) to fall out; c) to call smb names; d) to get on; e) to share; f) to be
there for smb.
Развитие навыков говорения
— How often do you say «thank you» to anybody? Let’s thank your classmates for something
good. Look at the board, please. Here are some examples of saying «thank you». There are also such
cards on your desks.
— Thank you for your kindness.
— Thank you for your help.
— Thank you for your telling truth.
— Thank you for your devotion (преданность).
— Thank you for your sympathy (отзывчивость).
— Thank you for your brains (ум).
— Thank you for your loyalty (верность).
— Thank you for your caring about me.
— Thank you for your forgiving me.
— Thank you for your keeping our secrets.
IV. Заключительный этап урока. Подведение итогов урока, выставление отметок, объяснение
домашнего задания
— Our lesson is almost over. Look at the board, please. Here you see the table:

1. The lesson was... interesting boring usual

2. There were new things to me many few no

3. I was at the lesson active passive neutral

— Use this table and share your opinions about the lesson.
— Open your record books, please. Write down your hometask ex. 1, p. 39. WB. You are to read
kid’s opinions about a true friend and complete every idea with one word from the box; learn the
words.
— Your marks are... You’ve done a good jnb^oday.

Урок 2

«Мой самый лучший друг». Письменная речь


Место урока: 2/12.
Тип урока: урок тренировки употребления лексических единиц.
Вид урока: традиционный.
Формы работы: индивидуальная, групповая, парная.
Цель: развитие лексических навыков.
Задачи:
образовательная: способствовать развитию навыков письменной речи, восприятию иноязычной речи на
слух, лексических навыков и навыков говорения;
развивающая: способствовать развитию памяти, внимания, мышления и воображения у учащихся;
воспитательная: содействовать расширению кругозора учащихся.
Прогнозируемый результат: предполагается, что к концу урока учащиеся смогут рассказать о своем
самом лучшем друге.
Оборудование: компьютер, доска, мел.
Дидактическое оснащение: учебник «English 7. Student’s book» (Н. В. Юхнель, Е. Г. Наумова, Н. В. Дем­
ченко): рабочая тетрадь «English 7. Workbook-1» (Н. В. Юхнель, Е. Г. Наумова); наглядный и раздаточный
материал.
ХОД УРОКА

I. Организационный момент. Введение в тему урока и определение целей


— Good afternoon, boys and girls! How are you? What are we going to do today? We are going
to write and speak about your best friends, revise the words that help us to talk about our friends
and have fun.
II. Речевая зарядка. Развитие навыков говорения
— Agree or disagree with my statements:
Friendship is very important in our life.
You have a lot of friends.
Real friends help each other.
— Express your ideas, please.
Key to the task:
Suggested answers:
I agree that friendship is very important in our life. People need someone with whom they can
spend good and bad times, share secrets and ask for advice.
I disagree. I don’t have many friends. I think people should have just one or two true friends.
Yes, I agree with this statement. Real friends are always there for.
III. Проверка домашнего задания. Развитие лексических навыков
— Now let’s see how well you can use the new words in your speech. Let’s check your hometask.
— What was your hometask?
Ex. 1, p. 39. WB. You were to read kids’ opinions about a true friend and complete every idea with
one word from the box.
Key to ex. 1.
/. secrets; 2. fall out; 3. calls; 4. well; 5. in common; 6. there.
IV. Основной этап урока
Развитие лексических навыков
— Let’s play the game «Hot Potato». Stand up in a circle, please. I’ll throw you a ball and tell you
a word in Russian. You are to catch the ball and say this word in English: ссориться, иметь общее,
ладить, быть рядом, друг, лучший друг' делить, оскорблять.
— Now make up sentences with these words.
Развитие навыков говорения
— Ex. 2, p. 40. WB. Read and tick things that, in your opinion, describe a true friend.
Key to ex. 2.
He or she is always ready to share their books or CDs or clothes with you. He or she shares good
as well as bad things with you. He or she understands you without words.
— Ex. 3a, p. 57. SB. Complete the statements with the following words: get on, share, call names,
be there for, have a lot in common.
Key to ex. 3a.
1. get on; 2. share; 3. call me names; 4. have a lot in common; 5. fall out; 6. are always there for.
— Ex. 3b, p. 57. SB. Work in pairs. Agree or disagree with the statements above. Give your
examples, please!
Kev to ex. 3b.
/. I still don’t get on well with my little sister.
2. / think if you share your friend’s secrets with somebody it’s mean.
3. Real friends shouldn’t call names.
4. There are not many reasons for my friend and me to fall out, we try to avoid it.
5. I believe that friends don’t need to have a lot in common. If they are different they supplement
each other.
6. / always repeat to my friend that I am there for him every time he needs.
7. Now work in small groups. There should be a Writer, a Grammarian and a Speller in your
groups. Make a list of questions about friends.
Key to the task:
1. Who is your best friend?
2. How long have you been friends?
3. Why is he / she your best friend?
4. What do you like about your best friend?
5. How do you get on with your friend?
6. What do you do together?
7. What do you enjoy doing?
Развитие навыков письменной речи
— Ex. 5, р. 57. SB. Write about your friend. Use your new vocabulary, check for grammar and
spelling mistakes, make you writing clear and interesting.
Key to ex. 5.
My best friend is my brother. We have been friends since our childhood. We have a lot in common
and find lot of interesting things to do together. We go hiking, fishing, ride a bike, watch horrors,
play football and volleyball. If / tell him my secret, he will save it. / often ask him to help me, and
he always helps. We get on well with each other and never fall out.
— Now let’s read your compositions and choose the best one.
V. Заключительный этап урока. Подведение итогов урока, выставление отметок, объяснение
домашнего задания
— Well, it’s time to end up. I should say, you have done a great job today! — Was the lesson
interesting for you? What tasks were easy to do? What tasks were difficult to do?
— Write down your homework for the next lesson. Your hometask is ex. 3, p. 40. WB. Write about
yourself: what kind of friend you are and revise the words.
— Great! So, thank you for your work, you deserve the following marks...
— Положительная отметка.
I’m satisfied with your work today. Your answers were full and nice. You were active during the
lesson. You have_____ (8, 9, 10).
— Нейтральная.
Your work was good, but not enough. You should read more (learn the words). You have______ (6, 7).
— Негативная.
You were not active. You should be more attentive (active). Unfortunately, you have______ (3, 4, 5).

Урок 3

«Внешность и характер моего друга». Составные


прилагательные (kind-hearted, hard-working)
Место урока: 3/12.
Тип урока: комбинированный.
Вид урока: традиционный.
Формы работы: индивидуальная, парная, групповая, коллективная.
Цель: развитие навыков устной речи посредством совершенствования лексико-грамматических навыков.
Задачи:
образовательная: содействовать развитию навыков устной и письменной речи посредством совершен­
ствования лексическо-грамматических навыков и навыков восприятия и понимания иноязычной речи на
слух;
развивающая: способствовать развитию памяти, внимания, мышления и воображения у учащихся;
воспитательная: содействовать развитию познавательного интереса.
Прогнозируемый результат: предполагается, что к концу урока учащиеся смогут рассказать о внеш­
ности и характере своего друга.
Оборудование: компьютер, доска, мел.
Дидактическое оснащение: учебник «English 7. Student’s book» (Н. В. Юхнель, Е. Г. Наумова, Н. В. Дем­
ченко); рабочая тетрадь «English 7. Workbook-1» (Н. В. Юхнель, Е. Г. Наумова); наглядйый и раздаточный
материал, таблица.
ХОД УРОКА

I. Организационный момент. Введение в тему урока и определение целей


— Good afternoon, boys and girls! How are you today? Today we continue our topic «Friendship».
We’ll talk about the appearance and the character of our friends. The topic is «What’s your friend
like?»
II. Речевая зарядка. Развитие навыков говорения
— Look at the board, please! Here are the opinions of famous people and see if you agree or
disagree with them. What’s your understanding of them?

It’s the friends you can call up at 4 a.m. that matter.


Marlene Dietrich

You can’t choose your relatives but you can choose your friends.
Oscar Wilde

Having the only friend would be dull anyway — like eating eggs without salt.
Hedda Hopper

III. Проверка домашнего задания. Определение уровня сформированности навыков письмен­


ной речи
— Let’s check your hometask. WhatTcfid you do at home? What was your hometask? Ex. 3, p. 40.
WB.
— You were to write about what kind of friend you are.
Key to ex. 3.
Suggested answer:
I think I’m a true friend because I understand my friend without words. I share good as well as
bad things with my friend and so he does with me. We have a lot in common: music, sports, books.
We get on well with each other and we seldom fall out.
IV. Основной этап урока
Развитие лексических навыков
— Today we’ll talk about the appearance and the character of our friends.
— Ex. la, p. 58. SB. Put the adjectives into two columns: positive and negative.
Kev to ex, la.
Positive: friendly, lovely, amusing, romantic, quiet, clever, polite, active, careful, kind.
Negative: boring, naughty, unfriendly, loud.
— What do these adjectives describe? Add more adjectives to the list.
Kev to the task:
They describe character and personality.
Positive: intelligent, easy- going, sensitive, creative, determined, ambitious.
Negative: shy, rude, impolite, selfish, stubborn, changeable, cruel.
— Now express your points of view about what a true friend is like. Use the table:
— Thank you. Describe your friend. Use the phrase: «My friend is...» Try to be true. I’ll give the
prints of the hands. These are five fingers on the hand. So write five qualities which are the most
typical of your friend... Thank you for your answers.
— Ex. 1, p. 41. WB. Guess what adjectives are in the list. Then match them with the definitions,
please.
Kev to ex. 1,
Shy — b; serious — d; honest — e; talkative — I; amusing — g; nosy — c; naughty — h;
active — /; polite — a; careful — /.
Развитие навыков говорения
— Ex. 2a, 2b, p. 58. SB. Reorder the words to make three questions. Then match the answers to
the questions, please.
Kev to ex. 2a. 2b.
/. What does he tike?
2. What is he like?
3. What does he look like?
1. B. 2. C. 3. A.
— Ex. 2c, p. 58. SB. Discuss the questions in pairs, please.
Kev to ex. 2c.
What is he like? — It’s about character.
What does he look like? — It’s about appearance.
What does he like? — It’s about interests and hobbies.
Восприятие и понимание иноязычной речи на слух
a) Предтекстовый этап. Снятие языковых трудностей
— Look at the title of our lesson. What are the people in the recording going to talk about? Give
your ideas, please!
b) Текстовый этап. Прослушивание текста
— Listen to people talking about their friends. What questions are they answering? Ex. 3a,
p. 59. SB.
Tavescriot:
1. (A young man speaking) She is really pretty. And fit. She’s got big brown eyes and herj.egs
are short enough. She sleeps most of the day and her skin looks green in the daylight. She" looks
a bit like Godzilla. Don’t be surprised, my best friend is my pet iguana.
2. (A teenage girl speaking) Some people say he’s too serious. He’s not really talkative, but when
you ask him about Science he can talk non-stop for hours. He’s hard-working and helpful. He is a
little shy with new people, I mean he doesn’t talk much and is a bit nervous but whenever I need
help he’s always there for me. —
3. (A boy speaking) My Gran is my best friend. She’s the most kind-hearted person I know. She
really loves me and my two younger brothers. And she’s never angry with us, even if we are naughty
or misbehave. My Gran is very modern, too. She’s really honest. If my mum or dad don’t want to
tell us something, she always will. And she won’t hide or change any information. We get on really
well together.
4. (A young girl speaking) Sarah is slightly nosy. She’s very interested in what’s happening
around. She knows all the news about people around and shares it with me. We are best friends
because we have a lot in common and she’s fun!
5. (A teenage girl speaking) Brendon is very active. He enjoys all outdoor activities. He goes
hiking, fishing, skateboarding and snowboarding. He has even tried diving in Egypt. He is not
a couch potato at all.
c) Послетекстовый этап. Контроль понимания прослушанного текста
Key to ex. За.
1. What does he look like? 4. What is she like?
2. What is he like? 5. What does he like?
3. What is she like?
— Answer the questions, please.
1. Who is a friend of the first speaker?
2. What does the iguana look like?
3. Who is the best friend of the third speaker?
4. What is the boy’s granny like?
5. Who is a friend of the fourth speaker?
6. Why are the fourth speaker and Sarah best friends?
7. Who is a friend of the fifth speaker?
8. Is Brendon active?
Key to the task:
/. The first speaker’s friend is iguana.
2. Iguana has got big brown eyes and her legs are short enough. Her skin looks green in the
daylight.
3. The best friend of the third speaker is his granny.
4. The boy’s granny is the most kind-hearted person he knows. She’s never angry. She is always
honest.
5. The fourth speaker’s friend is Sarah.
6. The fourth speaker and Sarah are best friends because they have a lot in common and she’s fun.
7. The fifth speaker’s friend is Brendon.
8. Yes, he is. He enjoys all outdoor activities.
Развитие лексических навыков. Составные прилагательные (kind-hearted, hard-working)
— Ex. 3b, p. 59. SB. Work in pairs. Let’s explain the meaning of the following adjectives. Are they
positive or negative?
couch potato — лежебока kind-hearted — добродушный
hard-working — трудолюбивый nosy — любопытный
serious — серьезный honest — честный
talkative — разговорчивый shy — застенчивый
— Listen to me and repeat after me, please. Who wants to demonstrate his / her reading skills?
— Which qualities are good for a friend? Which are not very good. Why?
Key to the task:
As for me good qualities are hard-working, kind-hearted, and honest. They describe the person
from the good side.
Negative qualities are couch potato, shy, nervous. They describe the person from the bad side.
— Look at the following adjectives:
hard-working kind-hearted
— How are they formed? They are formed with the help of combining two words. For example,
hard-working = working hard; kind-hearted = having or showing a kind and helpful nature.
— Ex. 4b, p. 59. SB. Make compound adjectives. Then add a noun to each adjective.
Kev to ex. 4b.
A good-looking girl, an old-fashioned skirt, a green-eyed boy, a broken-hearted girl, a quick­
thinking player, a well-known actor.
— Ex. 5, p. 59—60. SB. Look at the pictures (p. 60). What personalities do these people have?
Work in pairs.
Kev to ex. 5.
All of these people are very interesting and different. The guy in the white shirt is smart-looking.
The boy with a bow tie looks serious. The girl in glasses looks intelligent. The girl with ear-phones
looks funny. The boy with a trumpet seems to be talented. The girl with a violin looks hard-working.
The boy with long hair looks cheerful. The girl looks strong and determined.
V. Заключительный этап урока. Подведение итогов урока, выставление отметок, объяснение
домашнего задания.
— Open your record books and write down your hometask. Your hometask is ex. 6b, p. 60. SB:
write and speak about your friend; ex. 2, p. 42. WB: read what a girl says about her aunt and circle
the correct alternative to make a compound adjective, learn the words.
— Your marks are
— Положительная отметка.
I’m satisfied with your work today. Your answers were full and nice. You were active during the
lesson. You have______ (8, 9, 10).
— Нейтральная.
Your work was good, but not enough. You should read more (learn the words). You have______ (6, 7).
— Негативная.
You were not active. You should be more attentive (active). Unfortunately, you have______ (3, 4, 5).
— Good bye!

_______________________ Урок 4 _________________

«Друзья навсегда». Восприятие и понимание иноязычной


речи на слух
Место урока: 4/12.
Тип урока: комбинированный.
Вид урока: традиционный.
Формы работы: индивидуальная, групповая, парная, коллективная
Цель урока: развитие навыков восприятия и понимания иноязычной речи на слух.
Задачи:
образовательная: создать условия для формирования у учащихся языковых и речевых умений по теме
«Дружба»;
развивающая: способствовать развитию памяти, внимания, воображения у учащихся, а также развитию
у них компетенции целепологания и учебных умений: умений обобщать, выделять главное, анализировать,
сопоставлять, находить сходное и различное, устанавливать взаимосвязи; /
воспитательная: содействовать формированию готовности строить взаимоотношения с окружающим
миром на основе сотрудничества и быть толерантной личностью, а также способствовать развитию потреб­
ности выбирать друзей по положительным качествам личности.
Прогнозируемый результат: предполагается, что к концу урока учащиеся смогут рассказать о самых
лучших друзьях.
Оборудование: компьютер, доска, мел.
Дидактическое оснащение: учебник «English 7. Student’s book» (Н. В. Юхнель, Е. Г. Наумова, Н. В. Дем­
ченко); рабочая тетрадь «English 7. Workbook-1» (Н. В. Юхнель, Е. Г Наумова); наглядный и раздаточный
материал.

ХОД УРОКА

I. Организационный момент. Введение в тему урока и определение целей


— Good afternoon, boys and girls! How are you today? I’m glad to see you. How are you today?
How is your mood? Today our topic is «BBF». What does it mean? What do the letters in the picture
stand for?
— Yes, you are right: Best Friends Forever. Today we are going to speak about friends and
friendship, work with our active vocabulary, have a look at some grammar: the Present Perfect and
the Present Perfect Continuous.
II. Фонетическая зарядка. Развитие произносительных навыков
— First of all, we’ll train our pronunciation a little bit and do it with the help of the tongue-twister:
Good — better-the best
Never have a rest
Till good is better
And better is the best.
— Listen to me and repeat after me, please... Who can read it in a good way?
— Ok, thank you.
III. Проверка домашнего задания. Развитие лексических навыков
— Let’s check your hometask. Your hometask was ex. 6b, p. 60. SB. You were to write and speak
about your friend.
Key to ex. 6b.
Your own answers.
— Ex. 2a, 2b, p. 42. WB. You were to read what a girl says about her aunt and circle the correct
alternative to make a compound adjective and to answer the questions.
Key to ex. 2a, 2b.
Good-looking, blue-eyed, red-haired, well-dressed, kind-hearted, quick-thing, old-fashioned, well-
known.
Paragraph 4, paragraph 2, paragraph 3.
IV. Основной этап урока
Совершенствование лексических навыков
— Look at the board, please! Here is the word «well». Make as many as compound adjectives as
possible.
Key to the task:
Well-behaved, well-built, well-dressed, well-informed, well-known, well-bred, well-known.
— I’ll give you cards. Your task is to choose the right option.
Card
1. She is a well-known / nice-known writer.
2. She prefers short-sleeved / hard-sleeved dresses.
3. The shop-assistant showed me a well-made / good-made souvenir.
4. I like my friend’s appearance. She is a good-looking / well-looking girl.
5. My friend invents a lot of things. She is fast-thinking / quick-thinking.
6. We met a well-dressed / good-dressed woman in the hall.
7. My boss is a good-educated / well-educated man.
8. Our Granny is a kind-hearted / kindly-hearted woman.
Key to the task:
1. well-known; 2. short-sleeved; 3. well-made; 4. good-looking; 5. quick-thinking; 6. well-dressed;
7. well-educated; 8. kind-hearted.
Развитие навыков восприятия и понимания иноязычной речи на слух
a) Предтекстовый этап. Развитие навыков говорения
— Answer the questions, please!
1. Can people be friends all their life?
2. How long have you known your friend?
3. Do you know any people who have been friends for many years?
b) Текстовый этап. Прослушивание текста. Развитие аудитивных навыков
— Listen to Liz talking about her friends. How many close friends has she got? Who is her BBF?
Ex. 2a, p. 61. SB.
Tapescript:
Well, I’ve got quite a few friends. First of all, this is Susan. She is my best friend forever. We’ve
known each other for five years, but our mums have been friends since they were little. We have a lot
in common. We’ve been both collecting anything we can find about the Beckham family. We’ve been
doing shopping together. We have to, you see, as we’ve been wearing the same clothes to school on
Fridays since we became friends. Susan is a true friend she’s always there for me and we’ve never
ever fallen out.
Then it’s my sister Christine. We’ve been sharing one room for 8 years and though we used to fight
a lot, today we get on really well. We are very different and don’t have a lot in common. Oh. Right.
We’ve been going to the same dance club since last summer.
We are also very good friends with Brendon. We’ve been going to Sunday drama school for a year.
This autumn we’ve become the king and the queen of Halloween. We’ve been to the same summer
camp twice, too.
Key to ex. 2a.
Liz has three close friends.
Susan is her BBF.
с) Послетекстовый этап. Контроль понимания прослушанного текста
— Ех. 2Ь, р. 61. SB. Listen again. Who is each sentence about (Susan, Christine or Brendon)?
Kev to ex. 2b.
Susan: They’ve known each other for 5 years. They’ve never ever fallen out. They’ve been wearing
the same clothes to school on Fridays since they became friends. They’ve been collecting information
about the same famous people. Their parents have been friends since their childhood. They’ve been
doing shopping together.
Christine: They’ve been going to the same dance club since last summer. They’ve been sharing one
room for 8 years.
Brendon: They’ve been to the same camp twice. They’ve become the king and the queen of
Halloween. They’ve been going to Sunday Drama School for a year.
— Are any sentences in ex. 2b true for you and your BBF? What do you and your BBF have in
common?
Развитие грамматических навыков
— What tenses are used in the sentences in ex. 2b?
Kev to the task:
The Present Perfect and the Present Perfect Continuous.
The Present Perfect: l, 2, 4, 8, 9.
The Present Perfect Continuous: 3, 5, 6, 7, 10, 11.
— What’s the difference between these two tenses? Look at the table and say.
— What tense is used for finished actions? What tense is used for unfinished actions?

Present Perfect Present Perfect Continuous

i ~1
You 1 have + Ved/V3 You l
They J We Г have been + Ving
They J
He "I He 1
She у has + Ved/V3 She > has been + Ving
” J it J /
Already, just, ever, never, yet, recently, lately For, since, how long

V. Заключительный этап урока. Подведение итогов урока, выставление отметок, объяснение


домашнего задания
— Our lesson is almost over!
— What new have you learnt today? Was it difficult or not for you?
— Open your record books, please. Your hometask is ex. 1, p. 43. WB: read a newspaper article
about two unusual hobbies and match the hobbies with the pictures, revise the words. Be ready for
a lexical test!
— You’ve done a great job.
— Your marks are Good bye!
Урок 5

«Любимые занятия моих друзей». The Present Perfect Tense


и the Present Perfect Continuous Tense
Место урока: 5/12.
Тип урока: комбинированный.
Вид урока: традиционный.
Формы работы: индивидуальная, парная, групповая, коллективная.
Цель: развитие грамматических навыков.
Задачи:
образовательная: содействовать развитию грамматических навыков посредством совершенствования
лексических навыков, навыков чтения и говорения;
развивающая: создать условия для работы в парах и малых группах;
воспитательная: содействовать развитию познавательного интереса.
Прогнозируемый результат: предполагается, что к концу урока учащиеся смогут выражать свое мне­
ние в устной и письменной речи о любимых занятиях своих друзей и использовать the Present Perfect и the
Present Perfect Continuous в речи.
Оборудование: аудиопроигрыватель, доска, мел.
Дидактическое оснащение: учебник «English 7. Student’s book» (Н. В. Юхнель, Е. Г. Наумова, Н. В. Дем­
ченко); рабочая тетрадь «English 7. Workbook-1» (Н. В. Юхнель, Е. Г. Наумова); наглядный и раздаточный
материал, таблица. ^

ХОД УРОКА

I. Организационный момент. Введение в тему урока и определение целей


— Good afternoon, boys and girls! How are you today? Today we continue working on our topic
«BFF», we’ll speak about hobbies of our friends and revise tenses: the Present Perfect and the Present
Perfect Continuous.
II. Фонетическая зарядка. Развитие фонетических навыков
— Look at the board, please! Here you can see the lines of one poem about friendship. Let’s put
these lines in a proper way to make up this poem:
They try to understand.
Friends are people who share
Friends are people who care
They give a helping hand.
Key to the task:
Friends are people who share
Friends are people who care
They try to understand.
They give a helping hand.
— Well done. Let’s read and translate this poem, please.
III. Проверка домашнего задания. Развитие навыков изучающего чтения
— Let’s check your hometask. What did you do at home? What was your hometask? Ex. la, lb,
p. 43. WB.
— You were to read a newspaper article about two unusual hobbies and match the hobbies with
the pictures. Which picture is extra? Then complete the text with for or since.
Key to ex. la.
Picture 3.
Key to ex. lb.
1. since; 2. for; 3. for; 4. since; 5. since; 6. since.
— Ex. 2, p. 44. WB. Read the article again and write what these numbers stand for. Use the Pres­
ent Perfect or the Present Prefect Continuous.
Key to ex. 2.
1. Pete and Becky have shaped more than 224 trees.
2. Pete and Becky have been famous all over the world since 2005.
3. Pooktre Art has been developing in Australia for more than 30 years.
4. Geert has made friends with more than 200 people.
5. Geert has been telling people about his hobby on the net since 2008.
6. Geert has collected more than 12,000 tea bags so far.
IV. Основной этап урока
Совершенствование лексических навыков
— Now say what friendship is. Give your associations, please.

— Thank you for your answers. Now you see that friendship includes many things.
— Now look at the blackboard, please. Here you can see the crossword:

s E R 1 0 U C F

к I N D H s A R

в Q 0 и E D R I

О U L D A E E E

R I E T R T F N

I N G s H Y U D

c L E V E R L L

N A U G H T Y Y

— Your task is to find as many adjectives as you can.


Key to the task:
Serious, careful, shy, clever, kind-hearted, boring, quiet, loud, naughty, friendly.
Контроль усвоения лексических навыков
— I need your help, my friends. I have forgotten what the English is for the following words. You
are my friends, so give me a helping hand, please. I’ll say a word in Russian and you’ll translate it
into English and write it on your pieces of paper.
1. иметь общее 6. ссориться
2. лежебока 7. честный
3. добродушный 8. ладить
4. трудолюбивый 9. серьезный
5. быть рядом 10. делить
Key to the task:
1. have in common; 2. a couch potato; 3. kind-hearted; 4. hard-working; 5. be there for; 6. fall out;
7. honest; 8. get on; 9. serious; 10. share.
Развитие грамматических навыков
— Ex. За, p. 62. SB. Label the columns.
Key to ex. 3a.
The Present Perfect, The Present Perfect Continuous.
— Look at the board, please. Here is the table.
Present Perfect
I
You have + Ved/V3
They
Already, just, ever, never, yet, recently, lately
He
She Has + Ved/V3
It

Present Perfect Continuous


I
You
We have been + Ving
They
For, since, how long
He
She } has been + Ving

— What tense is used for finished actions? (the Present Perfect) What are the signal words of the
Present Perfect? How do we make questions? How do we make negative sentences?
— What tense is used for unfinished actions? (the Present Perfect Continuous) What are the
signal words of the Present Perfect Continuous? How do we make questions? How do we make
negative sentences?
— Look at the board, please! Read the following sentences.

Present Perfect Continuous Present Perfect

Tom’s hands are dirty. The car is ready.


He has been repairing his car. Tom has repaired it.

Jane has been writing letters all day. Jane has written two letters today.

How long has she been writing letters? How many letters has she written?

They have been playing tennis since 2 o'clock. They have played tennis 3 times this week.

— What’s the difference between them? What verbs are not used in the Present Perfect Continuous?
Key to the task:
To know, to be, to have = possess, to see, to hear, to want, to like, to hate, to believe, to belong, to
remember, to smell, to sound, to understand, etc.
— Open your workbooks at p. 42, ex.* Circle the verbs that do not form the Continuous tenses.
Kev to ex.*
Like, behave, wish, hate, agree, want, keep, believe, imagine, prefer, know.
— Look at the board, please! Translate the following sentences.
1. I have already solved this problem.
2. I have been working on this problem for 2 months.
3. I have been trying to find Nick all day.
4. I can’t find my umbrella. I think somebody has taken it by mistake.
5. I have been learning Spanish since we last met.
6. I know Moscow perfectly well. I have been there several times.
7. Sue has been writing letters all morning.
8. My aunt has been teaching Biology for more than twenty years.
9. Jim has been working here for two months.
10. Tina has been learning Spanish for 3 years.
— Open your books at p. 62, ex. 4. Rosie is writing about her classmates in her diary. Help her
to write some more entries.
Key to ex. 4.
1. Tony has been reading Harry Potter books for a year. He has read 2 books.
2. Bridget has been eating oranges for 6 minutes. She has eaten 2 kilos.
3. Tara has been shopping for clothes since yesterday. She has tried on 10 dresses.
4. Christal has been doing homework since 6 o’clock. She has done Maths.
5. Daniel has been playing tennis since he was 10. He has won 3 medals.
6. Liz has been friends with Nick for 5 years. They have fallen out twice.
7. Annie has been ironing for 20 minutes. She has ironed 2 blouses.
— Fill in the gaps in these conversations using the following words: since I was 10, for 2 months,
once, 16, 234, for 3 years. Ex. 5a, p. 63—64. SB.
Key to ex. 5a.
1. for 2 months; 2. 16; 3. since / was 10 / for 3 years; 4. once; 5. since / was 10 / for 3 years; 6. 234.
— Work in pairs. Make up and role-play a similar dialogue with your partner.
— I’ll give you cards. You are to make up a question in the right form.
Card
1. He trains young sportsmen. How many?
2. My friend is waiting for me at the station. How long?
3. He translates books. How many?
4. They are visiting the hospital. How many times?
5. Mother is making a cream cake. How long?
Key to the task:
/. How many young sportsmen has he trained?
2. How long has he been waiting for his friend at the station?
3. How many books has he translated?
4. How many times has he been to hospital?
5. How long has she been making a cream cake?
V. Заключительный этап. Подведение итогов урока, выставление отметок, объяснение домаш­
него задания
— Open your record books and write down your hometask. Your hometask is ex. 3, p. 44. WB. You
are to read the fact file and write a paragraph for the article in ex.la. Use the Present Perfect or the
Present Perfect Continuous.
— Your marks are
— Положительная отметка.
I’m satisfied with your work today. Your answers were full and nice. You were active during the
lesson. You have______ (8, 9, 10).
— Нейтральная.
Your work was good, but not enough. You should read more (learn the words). You have______ (6, 7).
— Негативная.
You were not active. You should be more attentive (active). Unfortunately, you have______ (3, 4, 5).
— Good bye!

| Урок 6 I ______

«Мой питомец — мой друг». Неопределенные местоимения


either, neither, none
Место урока: 6/12.
Тип урока: комбинированный.
Вид урока: традиционный.
Формы работы: индивидуальная, парная, групповая, коллективная.
Цель: развитие грамматических навыков.
Задачи:
образовательная: содействовать развитию грамматических навыков посредством совершенствования
лексических навыков, навыков говорения и чтения;
развивающая: создать условия для работы в парах и индивидуально;
воспитательная: содействовать развитию познавательного интереса.
Прогнозируемый результат: предполагается, что к концу урока учащиеся смогут рассказать о своем
питомце в качестве друга и употреблять неопределенные местоимения either, neither, попе в устной и пись­
менной речи.
Оборудование: компьютер, доска, мел.
Дидактическое оснащение: учебник «English 7. Student’s book» (Н. В. Юхнель, Е. Г. Наумова, Н. В. Дем­
ченко); рабочая тетрадь «English 7. Workbook-1» (Н. В. Юхнель, Е. Г. Наумова); наглядный и раздаточный
материал, таблица.
ХОД УРОКА

I. Организационный момент. Введение в тему урока и определение целей


— Good afternoon, boys and girls! How are you today? Look at the board, please! What do you
see? — Yes, you are right. There are different pets: dogs, cats, parrots, budgies, tortoises, goldfish,
hamsters, mice.
— Why do you think they are on the board? — Yes, you are right. Pets can be our friends, too.
— The topic of our lesson today is «Your ideal pet». Today we’ll revise the Present Perfect and the
Present Perfect Continuous, we’ll learn about such pronouns as either, neither, none, do the animal
quiz and find out about an ideal pet for you.
II. Речевая зарядка. Развитие навыков говорения
— Answer the questions, please!
1. Have you got a pet? Can a pet be a friend?
2. What pets can make good friends to people?
3. Would you prefer to have a pen-friend or a pet-friend? Why?
III. Проверка домашнего задания. Развитие грамматических навыков
— Let’s check your hometask. What did you do at home? What was your hometask? Ex. 3, p. 44.
WB. You were to read the fact file and write a paragraph for the article in ex. la. Use the Present
Perfect or the Present Perfect Continuous.
Key to ex. 3.
Suggested answers.
An egg has been a symbol of life in many civilizations. Emily has been making souvenirs from
empty egg shells for about 10 years. She has been working on her collection with her elder sister
since 2000. She has taken part in a number of art exhibitions. Emily has won 3 prizes in her home
town and one in her state. She has collected about 5,000 eggs so far.
IV. Основной этап урока
Развитие грамматических навыков
— How do we form the Present Perfect Tense? How do we form the Present Perfect Continuous
Tense?
— What ‘s the difference between them? When is it finished action? When is it unfinished action?

Present Perfect Tense Present Perfect Continuous Tense

have / has + V3 / Ved have / has been + Ving

— Look at these two sentences. What’s the difference between them?


She has been cleaning the flat for four hours.
She has done two rooms.
— I’ll give you the cards. You are to put the verbs into the Present Perfect Tense or present the
Perfect Continuous Tense.
Card
1. Granny (to knit) in the living room since morning.
2. Look! She (to knit) a sweater for me.
3. My sister (to skate) since childhood.
4. She (to take) part in many competitions so far.
5. Helen (to travel) round Europe for 3 weeks.
6. She (to visit) already 3 countries.
Kev to the task:
1. Granny has been knitting in the living room since morning.
2. Look! She has knit a sweater for me.
3. My sister has been skating since childhood.
4. She has taken part in many competitions so far.
5. Helen has been travelling around Europe for 3 weeks.
6. She has visited already 3 countries.
— Look at the sentences and match them with the explanations.

1. I’d like to have either a puppv or a kitten. a) not any of two *


2. Neither of mv two best friends has a pet. b) not any of three and more
3. None of the people I know has a pet tortoise. c) one of two

Key to the task:


1. C. 2. A. 3. B.
— Look at the table, please!

Две вещи или два человека Все, любое количество


You may take either of 2 books. You may take any of these books.
Ты можешь взять любую из этих двух книг. Ты можешь взять любую из (всех этих) книг.
I asked Tom and John. (Я спросил двух человек.)
Neither of them could answer my question. (Ни один из None (Никто из всех моих друзей) of my
friends could answer my question.
этих двух человек не смог ответить на мой вопрос.)

Делая выбор, можно сказать: либо тот, либо другой — either this or that или ни тот, ни другой — neither
this or that.
We liked neither the book nor the film. (Нам не понравился ни фильм, ни книга.)
I will buy either this black bag or that blue one. (Я куплю либо эту черную сумку, либо ту синюю).

— Look at the board, please! Here is the task. Choose the right option.
1. Neither / None of my two friends wanted to visit the concert.
2. You may take either / none of the two cakes.
3. My two friends are arguing. I think neither / none of them is right.
4. Neither / None of the people I know wear old-fashioned clothes.
5. Where do you prefer to go on holiday? London or Paris? — Either / None is fine.
6. Neither / None of the trains go to Oxford.
7. Neither / None of the children want to go to bed.
Key to the task:
/. Neither. 2. Either. 3. Neither. 4. None. 5. Either. 6. None. 7. Neither.
Развитие навыков чтения
— Ex. 1, p. 45. WB. Read and correct the mistakes in every phrase.
Key to ex, L
1. None. 2. Either. 3. None. 4. Neither. 5. Either.
— Ex. 3a, 3b, p. 64. SB. Have you got a pet? Is it ideal for you? Read the animal quiz and find
out what pet is ideal for your personality.
Развитие навыков говорения
— Do you agree with the quiz results? Why? Why not?
— Ex. 4, p. 67. SB. Choose the correct option in each sentence.
Key to ex. 4.
/. Either. 2. None. 3. Neither, neither. 4. Either. 5. None. 6. Neither / either. 7. Either.
— Play the game «Right Question». Do it in pairs. Use either, neither, none. Then change the
roles. Ex. 5, p. 67. SB.
Model: A: Where would you like to go: London or Delhi?
B: Either.
A: What colour should be your dress: blue or grey?
B: Neither.
V. Заключительный этап урока. Подведение итогов урока, выставление отметок, объяснение
домашнего задания
— Open your record books and write down your hometask. Your hometask is ex. 2, 3, p. 46. WB.
You are to complete the chart with either, neither or none.
I am happy because I...
I am sad worked hard
I am normal didn’t work hard
was (not) bored
was (not) active
got / didn’t get a good mark
didn’t relax
— Your marks are Good bye!

Урок 7

«Чем больше друзей, тем лучше». Чтение


Место урока: 7/12.
Тип урока: урок развития навыков изучающего чтения.
Вид урока: традиционный.
Формы работы: индивидуальная, парная, групповая.
Цель: развитие навыков изучающего чтения.
Задачи:
образовательная: способствовать развитию навыков говорения на основе прочитанного текста;
развивающая: способствовать развитию умения высказываться логично, связно, делать выводы;
воспитательная: способствовать развитию интереса к изучению иностранного языка.
Прогнозируемый результат: предполагается, что к концу урока учащиеся смогут рассказать о том, что
они делают вместе с друзьями.
Оборудование: доска, мел.
Дидактическое оснащение: учебник «English 7. Student’s book» (Н. В. Юхнель, Е. Г. Наумова, Н. В. Дем­
ченко); рабочая тетрадь «English 7. Workbook-1» (Н. В. Юхнель, Е. Г. Наумова); наглядный и раздаточный
материал.

ХОД УРОКА

I. Организационный момент. Введение в тему урока и определение целей


— Good afternoon, girls and boys! How are you today? You have different faces on your tables.
Show me your mood with the help of these faces, please.
II. Речевая зарядка. Развитие навыков говорения
— With the help of these faces show me your feelings about friendship.
— Now I will divide you into several groups. Take a piece of paper, write your continuation of the
sentences: «Friendship is...» and «I can do with my best friend / friends».
— Discuss the following questions in pairs:
1. What do you do with your best friend?
2. What do you do with best friend that you do not do with other friends?
3. Do you really need a BBF? Why?
III. Проверка домашнего задания. Развитие грамматических навыков
— Let’s check your hometask. Ex. 2, 3, p. 46. WB. You were to look at the chart and complete the
sentences with either, neither or none. But before doing it, let’s revise when we use either, neither,
none.
Key to ex. 2.
/. None. 2. Either. 3. Neither. 4. None. 5. Either.
Key to ex. 3a.
1. You don't have to walk either a parrot or a hamster.
2. You can teach neither a dog nor a hamster to speak.
3. Neither a dog nor a hamster can fly away from you.
4. None of them is dangerous or too noisy.
5. You don’t have to feed either a hamster or a parrot on meat.
IV. Основной этап урока. Развитие грамматических навыков
— When do we use either/ neither/ none? What’s the difference between them?
— I’ll give you cards. You are to put in either / neither / none.
Card
1. ___of my friends came in time.
2. It was a good m atch.____of the two teams played very well.
3. I don’t like this room. It i s ____ clean nor comfortable.
4. Which of the two friends do you prefer? Actually, I didn’t like of them.
5 . ___of the children like milk.
6. Both hotels are very good. You can stay a t ____ of them.
7 . __ of my friends are good at Math.

Key to the task:


I. None. 2. Either. 3. Neither. 4. Either. 5. None. 6. Either. 7. None.
— Some of you will get individual cards. Correct the mistakes.
Card
1. Neither of my friends have come to the party.
2. Either Mike nor Sveta likes this story.
3. None of my two sisters knows the way.
4. Either of the students in the group knew the answer.
5. Would you like tea or coffee? None will do.
Key to the task:
1. None of my friends.
2. Neither Mike nor Sveta.
3. Neither of my two sisters.
4. None of the students.
5. Either will do.
Развитие навыков изучающего чтения
a) Предтекстовый этап. Совершенствование лексических навыков
— Make a list of things you do with your best friend.
b) Текстовый этап. Чтение текста
— Ex. 2а, р. 68. SB. Read а ВВС news magazine article. Choose the right title
Key to ex. 2a,
b) Should Children Have Best Friends?
c) Послетекстовый этап. Контроль понимания прочитанного текста
— Ех. ЗЬ, р. 69. SB. Read the article again and find answers to the questions.
Key to ex. 3b.
1. It may come as a surprise that parents at a school in south-west London have been told that it’s
not good for their kids to have best friends. It was surprising for them because they always believed
that it was the best way to be happy having a best friend.
2. Mr. Thomas believed that it would be much easier for children to share friendships and have
a lot of good friends rather than worry too much about who their best friend was.
3. The school’s headmaster said that there were too many problems with having a best friend, like
controlling behavior or upsetting fall-out. Some parents and nannies agreed with the idea. They said
it was practical, especially in London where people often moved out and left.
4. Mr. Thomas said that some girls formed close-knit friendship «triangles» that often ended with
one member of the group feeling left out and upset. It might be as bad as bullying.
5. Parents were surprised at the idea, but most of them disagreed.
6. Some parents disagreed because they used to have best friends at school and didn’t want to
restrict their children from having their besties as well.
— What do you think about Mr. Thomas’s idea about friendship? Find the statements in the article
that you absolutely agree with.
Развитие грамматических навыков
— Ex. За, 3b, p. 70. SB. Read what phrasal verbs are and give more examples of phrasal verbs.
Find 6 more phrasal verbs in the article and match them with their meaning.
Key to ex. 3b.

move out — переезжать change the place of living — менять место жительства
look for — искать try to find — пытаться найти
go away — уходить leave — покидать
fall out — ссориться to be friends no more — больше не быть друзьями
grow up — расти become adults — становиться взрослым
get on with — ладить have good relations — иметь хорошие отношения
pick up — подобрать, забрать collect from school — забирать со школы

— Ex. 4a, p. 70. SB. Complete the statements with the phrasal verbs in the right form.
Key to ex. 4a.
1. to fall out; 2. grow up; 3. looking for; 4. get on; 5. goes away; 6. watch out; 7. to go out; 8. throw
away.
— Do you agree or disagree with the statements in ex. 4a?
— Open your workbooks at p. 47, ex. 1. You are to underline phrasal verbs in the statements and
translate them.
Key to ex. 1.
1. Gave up (give up). 5. Call back.
2. Broke down (break down). 6. Trying on (try on).
3. Looked up (look up). 7. Took off (take off).
4. looking after (look after). 8. Took back (take back)
Развитие навыков говорения
— Ex. 5a, p. 71. SB. Have a group vote to see your class opinion on the following question:
«Should children be discouraged from having a best friend?».
— Ex. 5b, p. 71. SB. Read the voting results from the BBC news website and compare them with
your group’s results.
V. Заключительный этап урока. Подведение итогов урока, выставление отметок, объяснение
домашнего задания
— Do you think the title of our lesson is true or false? Why do you think so? Is it good to have
many friends?
— Open your record books and write down your hometask. Ex. 2a, 2b, p. 47—48. WB. You are
to add particles to the verbs to write phrasal verbs in the chart and fill in the gaps with the phrasal
verbs in the right form.
— How was the lesson? Use the phases to express your feelings.
I am happy because I ...

I am sad worked hard


I am normal didn’t work hard
was (not) bored
was (not) active
got / didn’t get a good mark
didn’t relax
— Your marks are...
| Урок 8 |

«Лучший друг года». Чтение


Место урока: 8/12.
Тип урока: урок развития навыков изучающего чтения.
Вид урока: традиционный.
Формы работы: индивидуальная, групповая, коллективная.
Цель: развитие навыков изучающего чтения.
Задачи:
образовательная: способствовать развитию навыков говорения на основе прочитанного текста;
развивающая: способствовать развитию умения высказываться логично, связно, делать выводы;
воспитательная: содействовать развитию интереса к изучению иностранного языка.
Прогнозируемый результат: предполагается, что к концу урока учащиеся смогут составить план и рас­
сказать о своем друге: о его внешности, характере, интересах.
Оборудование: доска, мел.
Дидактическое оснащение: учебник «English 7. Student’s book» (Н. В. Юхнель, Е. Г. Наумова, Н. В. Дем­
ченко); рабочая тетрадь «English 7. Workbook-1» (Н. В. Юхнель, Е. Г Наумова); наглядный и раздаточный
материал.

ХОД УРОКА

I. Организационный момент. Введение в тему урока и определение целей


— Good afternoon, girls and boys! How are you today? Look at the board, please. Here is the
topic of our lesson «The best friend of the year». What are we going to speak about today? What do
you think?
— Yes, you are right. We’ll speak about your good friends, about their appearance, character,
interests.
II. Речевая зарядка. Развитие навыков говорения
— Look at the board, please. Your task is to match the parts of the following proverbs:
1. A friend in need is a) an old friend
2. Money can’t b) who have true friends
3. A faithful friend is c) a friend indeed
4. They are rich d) the medicine of life
5. The best mirror is e) buy friendship
Key to the task:
/ — c; 2 — e; 3 — d; 4 — b; 5 — a.
— Can you give Russian equivalents of these proverbs?
Key to the task:
/. Друг познается в беде. 2. Нельзя купить дружбу за деньги. 3. Преданный друг — это
лекарство жизни. 4. Богаты те, у кого есть настоящие друзья. 5. Лучшее зеркало — это
старый друг.
— Which of these proverbs do you agree and disagree?
— Now let’s brainstorm adjectives that describe people’s character.
III. Проверка домашнего задания. Развитие грамматических навыков
— Let’s check your hometask. Ex. 2a, 2b, p. 47. WB. You were to add particles to the verbs to write
phrasal verbs in the chart. Then fill in the gaps with the phrasal verbs in the right form,
Key to ex. 2a.

заняться чем-либо take up включить switch on

вставать (утром) get up превратить turn into


вымирать die out поселиться settle down
выбрасывать throw away ладить get on
искать look for примерять try on
надеть put on делать уборку tidy up
ссориться fall out перезвонить call back
вернуться come back падать fall down

Key to ex. 2b.


/. died out; 2. came back, settled down; 3. turned into; 4. throw away; 5. was looking for; 6. fall
down; 7. tidy up; 8. took up.
IV. Основной этап урока
Развитие навыков изучающего чтения
a) Предтекстовый этап. Снятие языковых трудностей
— What does the word «advice» mean? What do you think? It’s when you have a problem, you go
to your friend to ask for a solution to a problem. That’s advice.
— Discuss the questions in pairs. Ex. 1, p. 72. SB.
Key to ex. 1.
1. My friend can give me a piece of advice.
2. / try to give them advice only when they ask.
3. Try to find people who like doing something as you.
— Let’s work in groups of four or five and play snowball game. You are name the personal
qualities of a good friend. Look at the model:
51 — A good friend is kind.
52 — A good friend is kind and helpful.
b) Текстовый этап. Чтение текста
— Ex. 2а, р. 72. SB. Nick has decided to take part in a competition organized by the school
magazine. He wrote about his best friend. Read the story and say why Nick and Liz are good friends.
Key to ex. 2a.
Liz is always there for Nick. She is a kind person who will always listen to your problems and
try to help you. Nick can count on her to be honest and to give him the best advice. They talk and
laugh a lot.
c) Послетекстовый этап. Контроль понимания прочитанного текста
— Answer the questions according to this text, please.
1. How long has Nick known Liz?
2. What does he remember when he came up and sat next to her?
3. Do they go to school together each morning?
4. What does Liz prefer to wear?
5. What are Liz’s hobbies?
Key to the task:
1. Nick has known Liz since his first day at school.
2. He remembers Liz’s smiling face when he came up and next to her.
3. Yes, they do.
4. Liz prefers comfortable clothes and you can often see her wearing jeans and a T-shirt or sweater.
5. Liz’s favourite hobbies are playing tennis, watching adventure films.
Развитие навыков письменной речи
— Ex. 2b, p. 73. SB. Look at the table. Read Nick’s description of Liz and fill in the missing
information from the text. Then fill in the information about your friend.
Key to ex. 2b.

A p p ea ra n ce C h a r a c te r I n te r e s ts

Liz She is quite tall and Although Liz is sometimes She's quite active and enjoys
looks very fit. She's got naughty, she's always there for doing sports. One of her
an oval face and beautiful me. She is a kind person who will favourite hobbies is playing
green eyes. She often always listen to your problems tennis. She also enjoys
wears her long straight and try to help. I can count on her reading books a lot. Liz likes
hair in a ponytail. She is to be honest and to give me the watching adventure films.
very pretty. She prefers best advice. She has a very nice We like to go to the cinema
comfortable clothes. personality. She's serious, but fun. together.
She can be amusing.
My friend He is rather tall and also He's very helpful and always there He is very active and enjoys
looks fit. He's got a square for me. He is very kind and clever sports. One of his favourite
face and large blue eyes. and can answer any question / hobbies is playing football.
He wears short hair. He ask. He is very serious and fun. He also enjoys Maths and he
is quite handsome, all the He loves and can tell funny stories. can talk about it for hours.
girls believe it. He prefers We like to go to the cinema
classical style in clothing. together and both prefer
adventure and horror films.

Развитие навыков ознакомительного чтения


— Ex. За, 3b, р. 74. SB. Read Nick’s composition again. Match the points with the parts of the
plan. Do you think Nick’s composition can win in the competition? Why?
— Look at the board. Here is the structure of a writing piece.
1. Introduction (введение)
2. Main body (основная часть)
3. Conclusion (заключение)
— What is introduction? What is main body? What is conclusion?
Key to ex. 3a.
Introduction — b; Main body — e, c, a; Conclusion — d.
Развитие навыков письменной речи
— Ex. 4, р. 74. SB. Rosie decided to follow Nick’s example and write about her friend. Her is her
description. Read it. Can you make it more interesting? Use the picture and tips. Have a critical look
at Rosie’s piece of writing.
Key to ex. 4.
Ben is my best friend. I met him at Liz’s birthday 5 years ago. Ben is a brother of Liz, my
brother’s best friend.
He is rather slim and tall. He’s got a funny face and smiling blue eyes. I don’t consider him to be
very attractive but it is not the most important thing about a friend.
He is very amusing and makes me laugh all the time. But sometimes he is shy, especially with
new people. Ben is a real couch potato, but I like him.
Ben’ favourite hobby is computer games and sometimes he even forgets doing his homework. We
often play together but he usually wins because he is a professional.
I’m glad he’s my friend and I hope that nothing can tear us apart.
V. Заключительный этап урока. Подведение итогов урока, выставление отметок, объяснение
домашнего задания
— Open your record books and write down your hometask. Ex. 5, p. 75. SB. Write your compositions
describing friends.
— Our lesson is almost over. Look at the blackboard, please. Here you see the table:

1. The lesson was interesting boring usual


2. There were new things to me many few no
3. I was at the lesson active passive neutral

— Use this table and share your opinions about the lesson.
— Your marks are
— Положительная отметка.
Гш satisfied with your work today. Your answers were full and nice. You were active during the
lesson. You have______ (8, 9, 10).
— Нейтральная.
Your work was good, but not enough. You should read more (learn the words). You h av e______
(6, 7).
— Негативная.
You were not active. You should be more attentive (active). Unfortunately, you have______ (3, 4, 5).

Урок 9

«Что мешает дружбе?» Говорение


Место урока: 9/12.
Тип урока: урок применения навыков и умений.
Вид урока: традиционный.
Формы работы: индивидуальная, коллективная.
Цель урока: развитие умений монологической речи.
Задачи:
образовательная: способствовать развитию навыков монологической речи и письменной речи, навыков
чтения и восприятия и понимания иноязычной речи на слух;
развивающая: создать условия для развития коммуникативных навыков через разнообразные виды ре­
чевой деятельности;
воспитательная; содействовать развитию интереса к изучению иностранного языка.
Оборудование: аудиопроигрыватель, мел, доска.
Прогнозируемый результат: предполагается, что к концу урока учащиеся смогут выразить свое мнение
о том, что мешает дружбе.
Оборудование: компьютер, мел, доска.
Дидактическое оснащение: учебник «English 7. Student’s book» (Н. В. Юхнель, Е. Г. Наумова, Н. В. Дем­
ченко); рабочая тетрадь «English 7. Workbook-1» (Н. В. Юхнель, Е. Г Наумова); наглядный и раздаточный
материал.

ХОД УРОКА

I. Организационный момент. Введение в тему урока и определение целей


— Good afternoon, boys and girls! How are you today? Today the topic of our lesson is «Toxic
friendship», we’ll speak about what bothers friendship, give advice and promote critical attitude to
yourself and relations with friends.
II. Речевая зарядка. Развитие навыков говорения
— Look at the board, please! Here is a famous saying «Some people want to see you on the top
of the mountain and some people want you to keep them company down in the valley». Do you agree
with this saying or not? What do you think? What does it make you think of? What kind of people
are around you?
— Now brainstorm adjectives to characterize the word ‘friendship».
Key to the task:
Close, great, long, warm, deep, beautiful.
III. Проверка домашнего задания. Развитие навыков говорения
— Let’s check up your hometask. What was your hometask for today?
— Ex. 5, p. 75. WB. You were to write a composition describing your friend. Present your story
to the class.
Key to the task;
Students' own answers.
IV. Основной этап урока. Развитие навыков изучающего чтения
а) Предтекстовый этап. Снятие языковых трудностей
— Look at some definitions of the word «toxic». What does toxic friendship mean? Can you
describe it? Ex. 1, p. 75. SB.
Key to ex. 1.
In my opinion, toxic friendship is an unhealthy friendship. When your friend is not honest, you
can’t believe him.
b) Текстовый этап. Чтение текста
— Ex. 2а, р. 75. SB. Read Rosie’s friendship story she wrote for a Teen ink magazine. What kind
of friend did Rosie have?
Key to ex. 2a.
I think Rosie had a toxic friend.
c) Послетекстовый этап. Контроль понимания прочитанного текста
— Answer the questions, please. Ex. 2b, p. 76. SB.
Kev to ex. 2b.
1. Her friend was controlling her, telling her what to do.
2. She discussed Rosie with another girl, didn’t like her eating or sitting with other girls.
S. No, it isn’t.
4. Probably, she needed somebody to depend on her.
Развитие навыков восприятия и понимания иноязычной речи на слух
— Rosie has given an interview at the local radio station. Before listening to it, look at the
questions and try to predict the answers. Then listen to the interview and check your predictions,
please! Ex. 3a, 3b, p. 76—77. SB.
Taoescript:
— So, Rosie, tell us about your toxic friend.
— Well, actually, most of the story was in the magazine. I must only add that for two years
I had been a friend with someone who did not really care about me. What kind of person I am, what
I think and what I want.
— What did you do when you realized you didn’t want it any more.
— First I talked to my mum and dad. I was surprised to find out that my dad had very similar
story at school. His best friend for two years never let him win at sports, made him wear old-
fashioned clothes and share his pocket money. He was always unhappy, talking about himself and
made my dad feel bad for being happy and having fun when other people had problems.
— That’s interesting!
— Yes. We decided I had to study more to keep my mind off my toxic friends and I started
playing hockey in a school team that helped me find new friends.
I also created a motto to guide me: «Know who you are. Be yourself. Love yourself».
— Do you love yourself now?
— I do. I know, I’m not a bad person.
— All right! What happened to your toxic friend, then?
— I thought she was out of my life. But I was wrong. We’re older now, and she hasn’t changed.
We’re not friends, but we have classes together. She gets into my talks with friends, tries to beat
me at everything. But it’s different now. Her words don’t have the effect they used to have in fourth
grade.
I am a stronger person now. I have found who my true friends are and I’m not playing her game
anymore.
Kev to ex. 3b.
I. a; 2. b; 3. c; 4. a; 5. b; 6. a.
Развитие навыков говорения
— Do you think Rosie did the right thing? What would you do if you had a toxic friend?
Kev to the task:
/ am sure Rosie did the right thing. No one should suffer having a toxic friend. I had one, too.
First I tried to calm myself down, but then I got tired of all of this and we fell out. Since then we-
have never talked to each other and I can breathe again.
— Ex. 4a, p. 77. SB. Look through the list of things toxic friends do. Find some points that are
not about a toxic friend.
Key to ex. 4a.
4, 8, 14.
4. Tell adults about your plans to run away. 8. Say that your new jeans look bad on you; 14. Try
to copy your clothes and behaviour.
— Look through the list again and count how many points are true for your friend. Is your
friendship toxic?
— Ex. 4c, p. 78. SB. What advice can you give to those who have toxic friends? Why should one
end toxic friendship?
Key to ex. 4c.
For many toxic relationships — especially with friends and colleagues you'll only need to make
an internal decision to create some space, without having a bigger conversation with the toxic person
again. The truth is that we need relationships, but we don't need every relationship. Surround yourself
with positive people who bring you up, rather than drag you down.
— Now tick the points that are true for how you behave with your friends. Are you a toxic friend?
— Ex. 6, p. 78. SB. Unjumble the saying below. Is it true?
Key to ex. 6.
It is better to be alone than in bad company.
I think it's true because a bad company can influence your behavior.
— Open your workbooks at p. 52, ex. 3. Here you can see the posters. Translate the posters that
you agree with.
Key to ex. 3.
Многие думают, что одиночество — это, когда ты остаешься один, но я не думаю, что
это правда. Одиночество — это когда тебя окружают не те люди.
Жизнь слишком коротка для того, чтобы тратить время на тех, кто делает тебя не­
счастным.
Береги тех, кто любит тебя, вдохновляет тебя, воодушевляет тебя и делает тебя счаст­
ливым. Если человек не делает ничего из этого, отпусти его.
Жизнь становится легче, когда ты избавляешься от негативных людей.
V. Заключительный этап урока. Подведение итогов урока, выставление отметок, объяснение
домашнего задания
— Open your record books, please. Write down your hometask. Your hometask is ex. 1, p. 50. WB.
You are to read the advice and say what it is for.
— Our lesson is almost over. Look at the board, please. Here you see the table:

1. The lesson was... interesting boring usual


2. There were new things to me many few no
3. I was at the lesson active passive neutral

— Use this tafele and share your opinions about the lesson.
— Your marks are Good bye!

| Урок 10 I ______

«История знакомства с другом». Восприятие и понимание


иноязычной речи на слух
Место урока: 10/12.
Тип урока: урок развития навыков восприятия и понимания иноязычной речи на слух.
Вид урока: традиционный.
Формы работы: индивидуальная, парная, коллективная.
Цель урока: развитие навыков восприятия и понимания иноязычной речи на слух.
Задачи:
образовательная: создать условия для совершенствования навыков и умений в восприятии речи на
слух;
развивающая: создать условия для развития коммуникативных навыков через разнообразные виды ре­
чевой деятельности;
воспитательная: содействовать развитию интереса к изучению иностранного языка.
Прогнозируемый результат: предполагается, что к концу урока учащиеся смогут рассказать о том, как
они познакомились со своими лучшими друзьями.
Оборудование: компьютер, мел, доска.
Дидактическое оснащение: учебник «English 7. Student’s book» (Н. В. Юхнель, Е. Г. Наумова, Н. В. Дем­
ченко); рабочая тетрадь «English 7. Workbook-1» (Н. В. Юхнель, Е. Г. Наумова); наглядный и раздаточный
материал.

ХОД УРОКА

I. Организационный момент. Введение в тему урока и определение целей


— Good afternoon, boys and girls! How are you today?
— Today the topic of our lesson is «The story of friendship». We’ll listen to Pete and Mary about
their friendship, we’ll talk about your first meeting with your best friends.
II. Речевая зарядка. Развитие лексических навыков
— How many words can you make with the base FRIEND
Friend — friendship —
Key to the task:
Friend, — friendship — friendly — unfriendly.
— Open your workbooks at p. 53, ex.* Use the word parts un, s, boy, less, ship, ly to build new
words with the root friend and fill in the gaps.
Key to ex.*
1. Friends. 2. Unfriend. 3. Friendship. 4. Friendly. 5. Friends. 6. Friendless.
— Now work in pairs. Talk about when and where you first met with your best friend.
III. Проверка домашнего задания. Развитие навыков поискового чтения
— Let’s check your homework. Your hometask was ex. 1, p. 50. WB. You were to read the advice
and answer the questions.
Key to ex. la.
/. For someone who’s got a toxic friend. If the friendship must end, just end it, then give it time
and you’ll feel better.
Key to ex. lb.
1. Just ending things up or moving slowly.
2. Way 1: Tell them how you feel in a public place. End communication Get help, if necessary. Way
2: Create distance. Talk less, don’t phone, try not to meet with them. Say nothing.
3. You shouldn’t argue, call them toxic or say that they aren’t a good friend.
4. They try to do anything to stay in your life.
5. They might get aggressive or won’t leave you alone or try to use the information they’ve got
against you.
6. Find help.
IV. Основной этап урока. Развитие навыков восприятия и понимания иноязычной речи на слух
а) Предтекстовый этап. Развитие навыков говорения
— Look at the picture, please. Describe these teenagers. What sort of people are they? Ex. 3a,
p. 79. SB.
Key to ex. 3a.
It seems to me, they are very active people. They like doing sports.
— What do you think their answers to these questions might be? Ex. 3b, p. 79. SB.
Key to ex. 3b.
/. I think they met on the court.
2. It seems to me they met a year ago.
3. They were playing tennis.
4. They have common interests.
5. First, they love tennis. Also maybe they like going skiing.
6. May be they didn't watch horror films. But they watch them together.
b) Текстовый этап. Прослушивание текста. Развитие аудитивных навыков
— Listen to Pete and Mary speak about their friendship. Were your guesses right?
Tapescript:
Q: So, how long have you known each other?
P: For ever!
M: It seems like ages!
P: Well, it's not that long. We just met before summer started.
Q: And where did you meet?
M: It was the end-of-the-year party at my classmate's place. Pete is actually her younger brother.
Everyone was so happy, looking forward to summer holidays.
P: Wait, wait a minute! You were happy, but I was feeling bad, because I'd just said goodbye to
all my friends who had stayed back in Cardiff.
Q: So, what were you doing at the party?
P: Well, there were a lot of my sister's classmates and I didn't know anyone. Nobody wanted to
talk to me because I looked much younger.
M: And I was talking to Carrie, Pete's sister, about our holiday plans when I saw Pete. I asked
her who he was. She introduced us.
P: Yes and we spent the whole evening talking.
Q: And why did you become friends?
M: Well, Pete is very amusing and active. And we discovered that we had the same interests.
P: Yes, Carrie, Maria and I started meeting almost every day. Carrie didn't like tennis, but Maria
and I did. So we spent a lot of time playing tennis...
Q: Has this friendship changed anything in your life?
P: I hadn't had a best friend before we met. Besides, the friends I used to have were only boys.
M: The same with me. I used to be friends only with girls. The boys in our class are so boring...
c) Послетекстовый этап. Контроль понимания прослушанного и прочитанного текста
— Answer the questions, please! Ex. 3c, 3d, p. 79. SB.
Key to ex. 3c, 3d.
1. The end — of — the — year party at Mary's classmate's place.
2. Before summer started.
3. Mary was talking to Carrie, Pete's sister. Pete didn't know anybody. Nobody wanted to talk to
Pete because he looked much younger.
4. Pete is very amusing and active. And they discovered that they had the same interests.
5. Mary and Pete liked tennis. So they spent a lot of time playing tennis.
6. Pete hadn't had a best friend before they met. Besides, the friends Pete used to have were only
boys. Mary used to be friends only with girls.
Развитие навыков письменной речи
— Now think of your special friend. Why did you become friends? Write your notes.
Key to the task:
Suggested answers.
We have met at the dancing club. We met 3 years ago. My friend was crying. I helped her. We like
dancing. We cook cakes together. I have never laughed like now.
We first met in primary school. We met 5 years ago. Pavel came to our class for the first time.
He sat next to me and helped me with Math. We have much in common: Math, football, music and
computer games. My life has changed because I began to do well at school. My mother appreciated it.
— Ex. 5, p. 79. SB. Look at the following expressions. Put them in the correct column.
Key to ex. 5.

TIME RESULT FEELINGS


a) at first f) as a result c) luckily
b) later on h) because of it j) to my surprise
d) the next morning
e) then
g) in the end
i) finally

Развитие лексических навыков


— In order to form abstract nouns we use such suffixes as ship, hood.
— Open your workbooks at p. 54, ex. la, lb. You are to add one of the suffixes in the first column
to get abstract nouns. Then match the definitions with the abstract nouns.
Key to ex. la.
Championship, neighbourhood, friendship, motherhood.
Key ton ex. lb.
/. Friendship. 2. Neighbourhood. 3. Championship. 4. Motherhood. 5. Childhood.
— Ex. 2, p. 54. WB. Complete the sentences with the words from ex. 1.
Key to ex. 2.
/. Championship. 2. Motherhood. 3. Friendship. 4. Childhood. 5. Neighbourhood.
V. Заключительный этап урока. Подведение итогов урока, выставление отметок, объяснение
домашнего задания
— Our lesson is almost over!
— What new have you learnt today? Was it difficult or not for you?
— Open your record-books, please. Your hometask is ex. 6a, p. 79. SB. Write and talk how you
met your best friend; ex. 3, p. 54. WB. You are to read the story, choose the best title and complete it
with the expressions from the box.
— You’ve done a great job.
— Your marks are
— Положительная отметка.
I’m satisfied with your work today. Your answers were full and nice. You were active during the
lesson. You have______ (8, 9, 10).
— Нейтральная.
Your work was good, but not enough. You should read more (learn the words). You hav e______
(6, 7).
— Негативная.
You were not active. You should be more attentive (active). Unfortunately, you have______ (3, 4, 5).
— Good bye!

Урок 11

«Верный друг». Чтение


Место урока: 11/12.
Тип урока: урок развития навыков изучающего чтения.
Вид урока: традиционный.
Формы работы: индивидуальная, парная, коллективная.
Цель: развитие навыков изучающего чтения.
Задачи:
образовательная: способствовать развитию навыков говорения на основе прочитанного текста;
развивающая: способствовать развитию умения высказываться логично, связно, делать выводы;
воспитательная: способствовать привитию таких качеств, как верность, преданность.
Прогнозируемый результат: предполагается, что к концу урока учащиеся смогут высказать свое мнение
о том, кто такой верный друг на основе прочитанного текста.
Оборудование: доска, мел.
Дидактическое оснащение: учебник «English 7. Student’s book» (Н. В. Юхнель, Е. Г. Наумова, Н. В. Дем­
ченко); рабочая тетрадь «English 7. Workbook-1» (Н. В. Юхнель, Е. Г. Наумова); наглядный и раздаточный
материал.

ХОД УРОКА

I. Организационный момент. Введение в тему урока и определение целей


— Good afternoon, girls and boys! How are you today? Look at the board, please. Here is the
proverb. «А friend in need is a friend indeed». What does it mean? What is the topic of our lesson
today?
— Ex. la, p. 80. SB. Look at the advertisement below. What is it advertising?
Key to ex. la.
Adopting a dog.
I think it is advertising of an animal shelter.
II. Речевая зарядка. Развитие навыков говорения
— Where can you meet / find your best friend? Give your ideas, please.
— Answer the questions, please! Ex. lb, p. 80. SB.
Key to ex.lb.
1. ability to listen, dogs are loyal; 2. faithful; 3. They always stand by your side.
III. Проверка домашнего задания. Развитие навыков ознакомительного чтения
— Let’s check your hometask. Ex. 6a, p. 79. SB. You were to write and speak about your first
meeting with a friend. Who will be the first to tell about the first meeting with your friend? Then
we’ll see whose meeting was the most unusual.
— You were also to do ex. 3a, 3b, p. 54. WB. You were to read the story, choose the best title and
complete it with the expression from the box.
Key to ex. 3a.
2. The Popular Student.
Key to ex. 3b.
1) One day; 2) As a result; 3) Luckily; 4) First of all; 5) Later on; 6) Then; 7) To her surprise;
8) The next morning.
IV. Основной этап урока
Развитие навыков изучающего чтения
а) Предтекстовый этап. Снятие языковых трудностей
— Work in pairs. Discuss the questions, please! Ex. 2, p. 80. SB.
Key to ex. 2.
In Japan pets are now considered to be family members. Japanese believe that pets are below
humans but above all other animals and forms of life.
Favourite pets in Japan are dogs as everywhere, but popular breeds are very different.
— Open your workbooks at p. 56, ex.* Read the glossary for the Hachiko story. Refer tothe
glossary while reading the story again.
— Look at the picture of a statue in Tokyo. Can you guess why people put up a statue to adog?
Then make a list of questions to ask a city guide about this statue. Ex. 3a, 3b, p. 81. SB.
Kev to ex. 3a, 3b.
The statue in Tokyo was put up to a dog named Hachiko. He is remembered for his remarkable
loyalty, which continued for nine years after his owner’s death. Today Hachiko’s statue at the Sibuya
is the meeting place of lovers, and the image of a dog in Japan became an example of selfless love
and fidelity.
1. When was the statue built?
2. Was Hachiko still alive when the statue was built?
3. Can we see the statue of 1934?
4. What happens near the statue on the 8th of April annually?
b) Текстовый этап. Чтение текста
— Ех. 4а, 4Ь, р. 81. SB. Read an excerpt from Hachiko: The True Story of a Loyal Dog, written
by Pamela S. Turner and find some information about the dog.
c) Послетекстовый этап. Контроль понимания прочитанного
— Ех. 4с, р. 82. SB. Look at the pictures of the most popular dog breeds in Japan. Read the
description of a dog again. Which breed was Hachiko?
Key to ex. 4c.
Hachiko was an Akita dog.
— Answer the questions according to the text, please. Ex. 4d, p. 82. SB.
Key to ex. 4d.
1. Kentaro.
2. Not very brave, he was afraid of trains, he grabbed Mama’s kimono and stepped behind her
when he saw the dog.
3. Mama compared the boy to a samurai. Ladies in kimonos walked carefully, trying to keep their
white tabi socks away from the grime of streets.
4. The dog was sitting near the newspaper stand. His eyes were fixed on the station entrance.
5. The dog bounded over the man, his entire body wiggling and quivering with delight. His eyes
shone, and his mouth curled up into something that looked just like a smile.
6. Dr. Ueno was the owner of the dog. He worked at Tokyo Imperial University.
7. They are polished by thousands of friendly hands.
Развитие навыков говорения
— Can you guess what happened next in the story? Would you like to read the whole story?
Key to the task:
Suggested answer: I would like to read the whole story. I know that the dog’s owner died but the
dog continued to wait for him at the station during 9 years.
V. Заключительный этап урока. Подведение итогов урока, выставление отметок, объяснение
домашнего задания
— Open your record books and write down your hometask. Ex. 1, 2, p. 56—57. WB. You are write
what Japanese objects are and describe them, then put the paragraphs in the right"order to read the
Hachiko story summary in a film review.
— Our lesson is almost over. Look at the board, please. Here you see the table:

1. The lesson was... interesting boring usual


2. There were new things to me many few no
3. I was at the lesson active passive neutral

— Use this table and share your opinions about the lesson.
— Your marks are

Урок 12

«Мой верный друг». Говорение


Место урока: 12/12.
Тип урока: урок обобщения знаний, умений и навыков.
Вид урока: нетрадиционный.
Формы работы: индивидуальная, коллективная.
Цель урока: развитие умений монологической речи.
Задачи:
образовательная: проверить и проконтролировать усвоение умений и навыков в устной и письменной речи;
развивающая: содействовать развитию памяти, внимания и воображения у учащихся;
воспитательная: способствовать воспитанию таких нравственных качеств учащихся, как дружелюбное
отношение друг к другу, уважение к точке зрения оппонента.
Прогнозируемый результат: планируется, что к концу урока учащиеся смогут рассказать о своих вер­
ных друзьях и повторить ранее изученный материал по тебе «Дружба».
Оборудование: компьютер, мел, доска.
Дидактическое оснащение: учебник «English 7. Student’s book» (Н. В. Юхнель, Е. Г Наумова, Н. В. Дем­
ченко): рабочая тетрадь «English 7. Workbook-1» (Н. В. Юхнель, Е. Г. Наумова): наглядный и раздаточный
материал.

ХОД УРОКА

I. Организационный момент. Введение в тему урока и определение целей


— Good afternoon, boys and girls! How are you today? Today we are going to have a competition.
We’ll see who has worked hard and less during the topic «Friendship», we’ll do a lot of interesting
tasks and have fun.
II. Речевая разминка. Развитие навыков говорения
— Look at the board, please! Here is one proverb: «А faithful friend is the medicine of life». Do
you agree or disagree with it?
III. Проверка домашнего задания. Совершенствование лексических навыков
— Let's check up your hometask. Your hometask was 1,2, p. 56—57. WB. You were to write what
objects of Japanese culture are and describe them.
Key to ex. 1.
T-shaped, mobile food stall, a separation for the big toe, often hand-made and hand — decorated,
with thong sandals, upper-class professional warrior, traditional, worn by men, women and children,
typically selling noodle soup, medieval Japan.
a) Tabi socks — traditional silk or cotton socks with a separation for a big toe, worn with thong
sandals in Japan.
b) Samurai — a professional warrior that belonged to an upper-class in medieval Japan.
c) Kimono — traditional Japanese clothes worn by men, women and children. It’s T-shaped, made
of silk and very often hand-made and hand-decorated.
d) Carts — small mobile food stalls typically selling traditional noodle soup and other Japanese
fast food.
— Ex. 2, p. 57. WB. You were to put the paragraphs in the right order to read the Hachiko story
summary in a film review.
Key to ex. 2.
D, С, A, E, B.
IV. Основной этап урока. Совершенствование лексических и грамматических навыков
— Today we’ll have a competition. There are five contests in it. At the end of the competition we’ll
know whose team is the best and know the topic «Friendship» perfectly.
— Are you ready to start?
— OK. First of all, let’s divide into two teams. I have the lines of paper in my hands. Each of you
is to choose any line of paper.
— OK- Well done. Now I’ll explain what it means. The lines of paper are the parts of proverbs
about friendship. Your task is to match these parts to make proverbs. We’ll form teams in such a way.

A friend in need is a friend indeed.

The best mirror is an old friend.

— So we have two teams. They are «True friends» and «Faithful Friends».
— Let’s start our competition. The first contest is to make up a poem. I’ll give you the lines of
a poem but the lines are mixed. Your task is to put them in the right order to make a poem. The first
is the winner.
Friendship is a thing for one.
Friendship is a doing thing.
Three or four or even more.
Like a song that’s made sing.
Key to the task:
Friendship is a thing for one.
Three or four or even more.
Like a song that’s made sing.
Friendship is a doing thing.
— The second contest is «True friends and False Friends».

True Friends False Friends

— Your task is to put the following adjectives into two houses: «True Friends» and «False Friends»:
friendly, lovely, boring, amusing, romantic, quiet, clever, unfriendly, polite, active, careful, naughty,
kind-hearted, loud, hard-working, nosy, honest, shy, rude, lazy.
Key to the task:
True Friends: friendly, lovely, amusing, romantic, quiet, clever, polite, active, careful, hard-working,
honest, shy.
False Friends: boring, unfriendly, naughty, loud, nosy, rude, lazy.
— The third contest is to read about true friends. But to understand their friendship you should
fill in the necessary words.
Fill in the necessary words: couch potato, well, shares, share, honest, fall, common, get, there,
calls, shares, call, shy.
1. My neighbor Peter is my b... friend, we have a lot in c..., we g... on really well and we always’
find many enjoyable things to do together.
2. In opinion a real friend is a person who always th... for you, when you are upset, who never c...
your names and s... your joys and sorrows.
3. My friend Kate is a very h... and s girl. She is a top pupil class but unfortunately she doesn’t
get with her classmates as they often tease her and call her n...
4. Only an h person can be a real friend which whom you can s secrets.
5. Sometimes we f... out with my friends but we never c... each other names.
6. Jack doesn’t have a lot of friends. It’s difficult for him to communicate with people as he is s...
and lazy. He can spend the whole day, lying on the sofa and watching TV, he is a real c... p...
Key to the task:
1. Best, common, get.
2. There, call, share.
3. Honest, serious, on, well, names.
4. Honest, share.
5. Fall, call.
6. Shy, couch potato.
— The fourth contest is to listen to the text «Are boys from your school the same?» do the task.
Tick if the following sentences are true or false. Look at the board. These words wilt help you to un­
derstand the text.
stupid — глупый
horror films — фильм ужасов
adore — обожать
defeat — наносить поражение
We don’t make friends with our boys. We don’t have similar interests. Our boys are spending so
much time playing stupid computer games that they live in a virtual world. They adore horror films.
When girls talk about computers, they discuss programmes they use for learning. Boys simply talk
about computer games. When girls talk their problems through, boys talk how to defeat monsters
with laser guns from a new computer game.
— Tick if the following statements are «true» or «false».
1. Boys are friendly.
2. Boys and girls have common interests.
3. Girls use computers for learning.
4. In Nastya’s opinion boys live in virtual world.
5. Boys and girls talk their problems through with each other.
Key to the task:
/. False. 2. True. 3. True. 4. True. 5. False.
— The next contest is to present the portrait of an ideal friend. I’ll give each team the sheets of
paper where you must write some words or phrases characterizing an ideal friend. After that you will
come to the blackboard in turns, stick the sheet near this portrait and say what a true friend looks
like, then draw an ideal friend.
— So, here he is, our ideal friend! You see that he is loyal, reliable and supportive. He’ll never
betray you and always cheer you up in trouble. It is so important to have only true friends because
we just can’t do without them.
— The last contest is «Friendship recipe». Friendship is a recipe made up of many different ingre­
dients. Here is an example of it:
Recipe of friendship.
It’s cooking...
1 cup of sharing.
2 cups of care.
1 cup of forgiveness and hugs of tenderness.
Mix all these together...
To make friends forever!
Take twice a day.
— Your task is to make your friendship recipes.
— The winner is
— As you see how important to have friends. But not all people can make friends.
— Follow this recipe and you will be good friends. I’m sure you will never be fair — weather
friends to the people close to you!
V. Заключительный этап урока. Подведение итогов урока, выставление отметок, объяснение
домашнего задания
— Your time is almost over.
— For the next lesson I want you to make a project on the topic «Friendship» in which you should
express your own opinion on this matter and tell about your true friends. Besides, you may draw
pictures or stick photos of your friends.
— Children, our lesson is finishing and I’d like to thank you because you were active and worked
hard at the lesson. Now each of you will get the card with a symbol of friendship. On the back side
of it you’ll see your mark for the lesson.
— Your marks are
— Положительная отметка.
I’m satisfied with your work today. Your answers were full and nice. You were active during the
lesson. You have______ (8, 9, 10).
— Нейтральная.
Your work was good, but not enough. You should read more (learn the words). You hav e______
(6, 7).
— Негативная.
You were not active. You should be more attentive (active). Unfortunately, you have______ (3, 4, 5).
UNIT 4. SPORTS

Урок 1

«Спорт». Восприятие и понимание речи на слух


Место урока: I /12.
Тип урока: урок введения и первичного закрепления лексических единиц.
Вид урока: традиционный.
Формы работы: индивидуальная, парная, коллективная.
Цель урока: развитие навыков восприятия и понимания иноязычной речи на слух.
Задачи:
образовательная: способствовать формированию новой лексики и развитию навыков восприятия ино­
язычной речи на слух;
развивающая: способствовать развитию памяти, внимания, мышления и воображения у учащихся;
воспитательная: способствовать воспитанию здорового образа жизни.
Прогнозируемый результат: предполагается, что к окончанию урока учащиеся смогут назвать виды
спорта на английском языке и дать совет, как поддерживать форму, используя новый лексический материал.
Оборудование: аудиопроигрыватель, доска, мел.
Дидактическое оснащение: учебник «English 7. Student’s book» (Н. В. Юхнель, Е. Г. Наумова, Н. В. Дем­
ченко); рабочая тетрадь «English 7. Workbook-1» (Н. В. Юхнель, Е. Г. Наумова); наглядный материал, раз­
даточный материал.

ХОД УРОКА

I. Организационный момент. Введение в тему урока и определение целей


— Good afternoon, my dear students! I’m glad to see you again. How are you today? Are you in
a good mood?
— At what time do you usually get up? Do you do morning exercises? Do you do morning
exercises every day?
II. Речевая зарядка. Развитие навыков говорения
— Answer my questions, please:
У How often do you have PE?
У What do you do in the lessons?
/ Do you enjoy them? Why / Why not?
— Look at the board, please. What do you see?
— There are a lot of pictures. Try to guess what we are going to talk about. What is the topic of
our lesson?
— Yes, you are right. We are going to speak about sport.
III. Основной этап урока. Совершенствование навыков восприятия и понимания речи на слух
— Let’s continue our lesson. Look at me, please. I’ll show you a card and name the word in
English. Your task is to repeat after me all together.
— Are you ready? Let’s begin.

Athletics, boxing, give up, gymnastics, jogging, karate, keep fit, weightlifting, yoga.

— Nice. Look at the board. Match the words with their transcriptions:
athletics [’boksiq]
boxing [giv лр]
give up [>идэ]
gymnastics [ae0'let.iks]
jogging [ka'ra.ti]
karate [d3im'n3estiks]
keep fit [weit liftin]
weightlifting [kip fit]
yoga [•d3t»grr)]

— Read one by one.


athletics — легкая атлетика karate — карате
boxing — бокс keep fit — поддерживать форму
give up — бросать yoga — йога
gymnastics — гимнастика weightlifting — тяжелая атлетика
jogging — бег трусцой
— Make your own sentences with these words. Report them to the class.
— Now let’s do ex. 1, p. 84. SB. Discuss the questions below in pairs.
1. Are you fit?
2. What do you do to keep fit?
3. What else can people do to keep fit?
а) Предтекстовый этап. Снятие лексических трудностей
— Let’s do ex. 2a, p. 84. SB. Look at the picture. How would you describe Liz Cherry? What do
you think she does to keep fit?
b) Текстовый этап. Прослушивание текста. Развитие аудитивных навыков
— Liz Cherry is talking about what she does to keep fit. Listen to Liz and say what sports she
speaks about. Name them, please.
Tapescript:
Interviewer: Do you do anything special to keep fit?
Liz: Mm... exercises. That’s all I do.
I: And what sort of exercises?
L: In the summer, like now, I jog at 8 in the morning.
I: How far do you go jogging?
L: I usually jog to Welton Park which is not far from my house.
I: How often do you go jogging?
L: Every day in the summer. I also go cycling to Welton Park once a week.
I: And you’ve said something about games, what sort of games do you play?
L: Sometimes I play in a badminton team on Saturdays at our school playground. I used to do
gymnastics but not any more. I decided to give it up after my trip to Japan, now I prefer yoga. I also
do karate and I love roller skating!
I: You’re really sporty!
L: Not quite, you know. I’d like to take up athletics, too, but I’m afraid I ’ll have to give up school
to do it.
I: What kind of sport is not for you?
L: Weightlifting. I know some girls do it, but it’d definitely not for me.
I: And do you think that really keeps you fit?
L: I think so, yes, because I eat a lot.
I: That leads to the question: what’s more important for you what you eat or the exercise you do?
Your diet or keeping fit?
L: I don’t diet, no, I eat a lot. I enjoy my food. I think it’s exercise that keeps me fit and healthy.
с) Послетекстовый этап. Развитие лексических навыков
— And now listen to the text for the second time and say which of the following things she does:
a) gymnastics e) roller skating i) athletics
b) yoga f) boxing j) cycling
c) jogging g) horse riding k) karate
d) basketball h) weightlifting l) swimming
Key to ex. 2b. p. 84, SB.
a) yoga c) jogging e) roller skating
b) basketball d) karate f) cycling
— Look at the board. Here you can see two words. These words are special. Can you explain why?
athletics gymnastics

— Look at these words and say:


•/ What do these words have in common?
■/ Shall we use is or are after them?
— These words have ‘-s’ at the end, but they are used in the singular, though look like plurals.
There are some other words of this kind. They are news, aerobics, mathematics.
— Существительные в английском языке могут быть исчисляемыми (countable) и неисчисляе­
мыми (uncountable). Исчисляемые существительные употребляются как в единственном (singular),
так и во множественном (plural) числе. Неисчисляемые существительные имеют форму либо един­
ственного, либо множественного числа.
1. Употребляются в единственном числе:
a) большинство абстрактных существительных: friendship, literature, music;
b) существительные, обозначающие материалы: cotton, silk;
c) слова gymnastics, athletics, которые только выглядят как существительные во множествен­
ном числе;
d) слова advice, money, hair.
2. Употребляются только во множественном числе существительные, подразумевающие множе­
ственность или обозначающие парные предметы: trousers, jeans, shorts, clothes, police и др.
Физкультминутка
— Great! You are such clever children! But I think you are tired a little. Let’s play the game «Hot
potato».
I have a ball. I will say a word and throw the ball to you. If you hear a word, which is connected
with the topic «Sport», you’ll catch the ball. Don’t catch the ball if the word is not connected with
the topic «Sport». If you don’t know the word ask for a help your classmates. In this case you are to
make a sentence with this word.
Развитие лексических навыков
— Now let’s do ex. 2d, p. 85. SB. Match the activities with the pictures. You should do it
individually.
— Then compare your results in pairs before reporting to the class.
Key to ex. 2d.
1) gymnastics 5) cycling 9) basketball
2) horse riding 6) karate 10) yoga
3) swimming 7) jogging 11) weightlifting
4) athletics 8) roller skating 12) boxing
Развитие грамматических навыков
— Students, look at the board, please. Here you can see three verbs.
DO GO PLAY
— Your task is to write a list of words under the suitable verb. You should do it individually.

Gymnastics, horse riding, swimming, athletics, cycling, karate, jogging,


roller skating, basketball, yoga, weightlifting, boxing.

— Remember that we usually use play with the names of games. Go is followed by -ing forms.
— Are you ready? Let’s check your answers.
Key to ex. 3a. p. 85. SB.
DO GO PLAY
gymnastics jogging basketball
yoga roller-skating
karate horse-riding
athletics cycling
weightlifting swimming
boxing
— Which of these activities are your favourite? Grade them from the ones you like best to those
you do not like at all.
— Well done!
IV. Заключительный этап урока. Подведение итогов урока, выставление отметок, объяснение
домашнего задания
— Our lesson is over. You did a lot at the lesson. Thank you for your hard work.
— Was the lesson interesting for you? What have you learned today? What tasks were difficult
for you?
— Write down your hometask for the next lesson. You are to learn new words and make up 6—8
sentences with these words.
— Thank you for the lesson. It was a great pleasure to work with you today. And your marks are:
— Положительная отметка.
I’m satisfied with your work today. Your answers were full and nice. You were active during the
lesson. You have 8 (9, 10).
— Нейтральная.
Your work was good, but not enough. You should read more (learn the words). You have 6 (7).
— Негативная.
Your work was weak. You should be more attentive, active. Unfortunately, you have 3 (4, 5).

Урок 2

«Здоровый образ жизни». Восприятие и понимание речи


на слух
Место урока: 2/12.
Тип урока: комбинированный.
Вид урока: традиционный.
Формы работы: индивидуальная, парная, коллективная.
Цель урока: развитие навыков восприятия и понимания иноязычной речи на слух.
Задачи:
образовательная: способствовать формированию новой лексики и развитию навыков восприятия ино­
язычной речи на слух;
развивающая: способствовать развитию памяти, внимания, мышления и воображения у учащихся;
воспитательная: способствовать воспитанию здорового образа жизни.
Прогнозируемый результат: предполагается, что к окончанию урока учащиеся смогут назвать виды
спорта на английском языке и дать совет, как поддерживать форму, используя лексический и грамматиче­
ский материал.
Оборудование: аудиопроигрыватель, доска, мел.
Дидактическое оснащение: учебник «English 7. Student’s book» (Н. В. Юхнель, Е. Г. Наумова, Н. В. Дем­
ченко); рабочая тетрадь «English 7. Workbook-1» (Н. В. Юхнель, Е. Г. Наумова); наглядный материал, раз­
даточный материал.

ХОД УРОКА

I. Организационный момент. Введение в тему урока и определение целей


— Good afternoon, students. How are you? I hope that everything is OK and you are all ready for
your English lesson. Look at the board, please. Here you can see a proverb. Read it aloud.
«А sound mind in a sound body».

~i 39 i '
— Read and think. What does it mean? How do you personally understand these words?
— Ok, your ideas are different and very interesting. It is translated as «в здоровом теле — здо­
ровый дух».
— What are we going to speak today? Yes, you are right. We will speak about a healthy lifestyle
and how to keep fit.

II. Речевая зарядка. Развитие навыков говорения


— Let’s start our lesson. Now I want you to answer my questions.
■/ What kinds of sport do you know?
■/ What winter sport do you know?
•/ What summer sport do you know?
/ Are you good at boxing (jogging, karate)?

III. Проверка домашнего задания. Развитие лексических навыков


— Now let’s check your homework. Your hometask was to learn new words. Let’s check them. I’ll
give you cards. Translate these words into English.
Card

легкая атлетика
бокс
бросать
гимнастика
бег трусцой
карате
поддерживать форму
йога
тяжелая атлетика

— And you were to make up sentences with these words. Please, report them to the class.

IV. Основной этап урока. Развитие навыков говорения


— Let’s continue our lesson. Open your books. Let’s do ex. 4a, p. 85. Look at the pictures. How
would you describe the people? Be polite, please. Use a bit, too, enough in your descriptions.
— Are you ready? Ok, report your descriptions to the class.
— Now you are going to work in small groups. I’ll divide you into 2 groups. Let’s do ex. 4b,
p. 86. SB. These teenagers want to be healthy and sporty. Give them some advice on how to keep fit.
Choose from the ideas below.

to give up *■ to take up
e.g. You should give up eating fast food

Example: You should / shouldn’t drink juice.


1) to keep fit 6) to take vitamins
2) to go...every morning 7) to drink...
3) to eat more... 8) to do...
4) to play... 9) to give up
5) to take up... 10) to be
— Report your sentences to the class.
— Open your workbooks. Let’s do ex. 3, p. 60. Try to answer the questions. Be honest, please.
After doing the test, score your results and read the information about yourselves. Now you know
how sporty you are.
Физкультминутка
— I see that you are tired. Let’s make a pause. Please, stand up, go to the board, make a circle.
I have an envelope with different words (boxing, jogging, skating, roller skating, cycling, karate,
horse riding, swimming, weightlifting, athletics). Your task is to pass on this envelope. When the
music stops, a person who has the envelope, should open it, take out a card with one word and make
a sentence. Then pass this envelope again until the music stops. Let’s begin.
— Well done, now I see that you can use the words in your speech. Your sentences are creative
and funny.
Развитие лексических навыков
— Look at the board. Here you can see many words. Name which of them sports are and which
of them games are.

Football, baseball, yoga, roller skating, cycling, karate, swimming, weightlifting, horse riding, tennis,
athletics, badminton, golf, basketball, ice hockey, jogging, gymnastics, skiing, cricket, volleyball.

— Divide them into 2 columns.


Sports Games
Kev to the task.
Sports Games
yoga football
roller skating baseball
cycling tennis
karate badminton
swimming golf
weightlifting basketball
horse riding ice hockey
athletics cricket
jogging volleyball
gymnastics
skiing
^— Make up 2 sentences with the words from each column. Report them to the class.
Развитие навыков говорения
— Nice. Let’s do ex. 5a, p. 86. SB. Make notes on what you do to keep fit.
— Walk around the classroom and find another person who does the same as you.
Example:
— Excuse me, do you eat healthy food to keep fit?
— So do /. / Oh, I don’t.
— Are you ready? Let’s check.
— Well done! It was interesting.
V. Заключительный этап урока. Подведение итогов урока, выставление отметок, объяснение
домашнего задания
— Our lesson is over. You did a lot at the lesson. Thank you for your hard work.
— Was the lesson interesting for you? What have you learned today? What tasks were difficult
for you?
— Write down your hometask for the next lesson. It will be ex. 1, p. 59. WB. You are to write what
sports the people in the pictures do.
— Thank you for the lesson. It was a great pleasure to work with you today. And your marks are:
— Положительная отметка.
I’m satisfied with your work today. Your answers were full and nice. You were active during the
lesson. You have 8 (9, 10).
— Нейтральная.
Your work was good, but not enough. You should read more (learn the words). You have 6 (7).
— Негативная.
Your work was weak. You should be more attentive, active. Unfortunately, you have 3 (4, 5).
Урок 3

«Заниматься спортом — здорово!» Восприятие и понимание


речи на слух
Место урока: 3/12.
Тип урока: комбинированный.
Вид урока: традиционный.
Формы работы: индивидуальная, парная, коллективная.
Цель урока: развитие навыков восприятия и понимания иноязычной речи на слух.
Задачи:
образовательная: обеспечить в ходе урока усвоение грамматических навыков по теме герундий, расши­
рить общий и филологический кругозор учащихся; содействовать развитию навыков восприятия иноязычной
речи на слух;
развивающая: способствовать развитию памяти, внимания, мышления и воображения у учащихся;
воспитательная: способствовать воспитанию здорового образа жизни.
Прогнозируемый результат: предполагается, что к окончанию урока учащиеся смогут назвать виды
спорта на английском языке и дать совет, как поддерживать форму, используя новый лексический и грам­
матический материал.
Оборудование: аудиопроигрыватель, доска, мел.
Дидактическое оснащение: учебник «English 7. Student’s book» (Н. В. Юхнель, Е. Г. Наумова, Н. В. Дем­
ченко); рабочая тетрадь «English 7. Workbook-1» (Н. В. Юхнель, Е. Г. Наумова); наглядный материал, раз­
даточный материал.

ХОД УРОКА

I. Организационный момент. Введение в тему урока и определение целей


— Good afternoon, boys and girls! How is your mood?
— Do you like the weather today? Why (not)?
— What do you usually do in good (bad) weather? Do you play any outdoor (indoor) games?
— Today we continue talking about different kinds of sports and healthy lifestyle.
II. Речевая зарядка. Развитие навыков говорения
— Now let’s find out the best way of keeping fit. Answer my questions, please.
У What did you do yesterday to keep fit?
У Did you do morning exercises?
У Did you eat healthy food?
У Did you go to bed early?
— Great! I see that you try to keep fit every day.
III. Проверка домашнего задания. Развитие лексических навыков
— It’s high time to check your hometask. It was ex. 1, p. 59. WB. You were to write what sports
the people in the pictures do.
Key to ex. 1, p. 59. WB.
1. He plays badminton. 5. He goes swimming.
2. She goes skating. 6. She does gymnastics.
3. He does yoga. 7. He plays hockey.
4. He does weightlifting 8. They do athletics.
— Well done! Let’s continue our lesson.
IV. Основной этап урока. Развитие навыков восприятия и понимания иноязычной речи на слух
— Open your books. Let’s do ex. 1, p. 87. Read the poem. Try to guess what words are missing
(the first letters of the words are given). You have some minutes to do this task.
— Are you ready? Let’s check. Listen to the poem and check your guesses. Ex. lb, p. 87. SB.
Tapescript:
My roller skates
My roller skates won't ever do
The simple things I want them to.
I put them on and try my best.
But one goes East and the other goes West.
I often fall upon the floor.
I stand up and try once more.
But my roller skates think they know best:
One still goes East and the other goes West.
Key to the task.
See the underlined words in the tapescript.
— Now you are to work in pairs. Read the poem as if you are:
У a six-year old child;
У ninety-year-old person;
У a teenager;
У a frog.
— Great! It was funny.
Развитие навыков восприятия и понимания иноязычной речи на слух
a) Предтекстовый этап. Снятие лексических трудностей
— Let’s continue our lesson. We are going to do ex. 2a, p. 87. SB. Look at the pictures. What are
the people doing?
Kevs to ex. 2a.
1) snowboarding; 2) skateboarding; 3) roller-skating; 4) skating.
— Which of these sports have you tried or would like to try? Express your ideas, please. Begin
with the words:
/ have tried...
I would like to try...because...
b) Текстовый этап. Прослушивание текста. Развитие аудитивных навыков
— Listen to the interview with three teenagers and say which pictures do not go with the text.
Ex. 2b, p. 88. SB.
Tapescript:
Interviewer: Why do you skate?
Noel: Skating is a. form of exercise and it’s fun to do.
Joey: It’s a great way to meet new people.
Dean: Yes, / really enjoy skating, it’s fun and it’s also a really good feeling when you can do
a new trick.
Interviewer: What kind of people skate?
Noel: Skateboarders are people who are very active, independent and talented. We hate doing
nothing.
Dean: Yeah, we are not couch potatoes.
Joey: We are often people who are not very good at other things. And you shouldn’t be afraid of
doing different tricks. Some of the things we do are not for everybody.
Interviewer: What do your parents think about your hobby?
Dean: My mum doesn’t like it very much. She thinks roller-skating is rather dangerous.
Joey: My parents think it’s great! I spend a lot of time outside with other kids, but not in winter
when / have to go to a special club to skate. Then it’s really expensive.
Interviewer: How long do you think you’ll skate for?
Dean: I think I'll be skating for a long time. I like doing tricks in the air.
Joey: I’ve been skating for 3 years already and I’ll keep skating until I can’t.
Noel: Well, not as long as Joey and Dean, but maybe that’s because I ’m older.
Key to ex. 2b.
Skating, snowboarding.
— Now we are going to listen to the text again. But before it read the sentences in ex. 2c, p. 88. SB.
c) Послетекстовый этап. Контроль понимания прочитанного
— Have you understood the text? Let’s check. Complete the sentences below.
1. is a form of exercise and it’s fun to do.
2. Yes, I really enjoy it’s fun and it’s also a really good feeling when you can do a new trick.
3. We hate
4. And you shouldn’t be afraid of different tricks, some of the things we do are not for everybody.
5. My mum thinks is dangerous.
6. I like in the air.
Key to ex. 2c, p. 88. SB.
1) skating 3) doing nothing 5) roller-skating
2) skating 4) doing 6) doing tricks
Физкультминутка
— Nice. You’ve worked hard. I see that you are tired. Let’s have a rest. Look at our walls. There
are different words on the wall. Let’s get divided into two groups. The first group will try to pick up
all the words that mean games and the second group will try pick up all the words that mean sports.
— Let’s begin.

Football, baseball, yoga, roller skating, cycling, karate, swimming, weightlifting, horse riding, tennis,
athletics, badminton, golf, basketball, ice hockey, jogging, gymnastics, skiing, cricket, volleyball.

Формирование грамматических навыков по теме «The Gerund»


— Let’s do ex. 2d, p. 88. SB. Look at the sentences in ex. 2c again and answer the questions about
grammar.
1) Как образуется герундий?
2) Свойствами каких частей речи он обладает?
3) После каких слов используется герундий?
4) В каких предложениях герундий выполняет роль подлежащего?
5) В каких предложениях герундий выполняет роль сказуемого?
6) Как переводится герундий на русский язык?
Key to ex. 2d.
1) V + ing;
2) существительного и глагола,;
3) после некоторых глаголов (to enjoy, to hate, to mind, to excuse, to keep) и выражений с пред­
логами (to give upy to be afraid of, to be famous for, to be fond of, to be interested in, to think of);
4) sentences 1, 5;
5) sentences 2, 3, 4;
6) отглагольным существительным, неопределенной формой глагола.
— Look at the board. There is a rule. Listen to me very attentively.
— Герундий — это неличная форма глагола, соединяющая в себе свойства существительного
и глагола. Как и глагол, герундий имеет формы времени и залога, может определяться наречием.
Как и существительное, герундий может выполнять в предложении функцию подлежащего, до­
полнения и части составного глагольного сказуемого, а также определяться притяжательным или
указательным местоимением.
Learning English is fun.
Герундий образуется путем прибавления суффикса -ing к основе глагола: to write-writing,
to read-reading.
1) Герундий в функции подлежащего переводится на русский язык именем существительным:
Skating is a favourite sport with young people. — Катание на коньках — любимый вид
спорта молодежи.
2) Герундий в функции прямого дополнения переводится на русский язык неопределенной
формой глагола, существительным или глаголом в личной форме (в функции сказуемого)
в составе придаточного предложения.
Не regrets now leaving so early. — Сейчас он сожалеет, что ушел так рано.
Герундий употребляется в функции прямого дополнения после глаголов to like, to enjoy, to
need, to mind, to excuse и dp:.
He likes inviting friends to his place. — Он любит приглашать друзей к себе.
После некоторых глаголов с предлогами и наречиями, а также после некоторых словосочетаний
с предлогами употребляется только герундий, например: to give up, to be afraid of, to be famous
for, to be fond of, to be interested in, to think of и dp.:
You are thinking of leaving the country, aren't you? — Вы думаете о том, чтобы уехать из
страны, не правда ли?
3) Герундий как часть сказуемого:
An important part of learning English is watching films and reading books in English. —
Важная часть изучения английского — просмотр фильмов и чтение книг на английском
языке.
— And now we are going to do ex. 3, p. 88. SB. Make true sentences about yourself.
1) I like / don’t like (play) sport games.
2) / hate / like (jog)in the morning.
3) I am / am not afraid of (skate).
4) I think / don’t think (dive) is fun.
5) In my opinion (swim) is / isn’t the best way to keep fit.
Key to ex. 3. p. 88. SB.
1) playing; 2) jogging; 3) skating; 4) diving; 5) swimming.
— Let’s do ex. 4a, p. 88. SB. Look at the questions below. Change them into personal questions.
Example:
I) Do you enjoy skateboarding?
Key to ex. 4a. p. 88. SB.
1) Do you enjoy skateboarding?
2) Do you think jogging is not for you?
3) Are you thinking of taking up athletics?
4) Do you think keeping fit is different?
5) Do you like watching gymnastics?
6) Do you hate cycling?
7) Do you know a person who is afraid of swimming?
8) Have you ever tried diving?
9) Have you ever seen anyone doing yoga?
10) Do you think doing weightlifting is fun?
— Now choose one question from ex. 4a. Walk around the classroom and find the answers to the
question. Ex. 4b, p. 89. SB.
— Report on your findings. Ex. 4c, p. 89. SB.
Example:
Only 5 people in our group enjoy skateboarding.
— And now you are to work in pairs. Ask and answer the following questions.
</ What sports do you like doing in summer / winter?
/ What games do you like playing in summer / winter?
J What do you hate doing in summer / winter?
•/ What are you afraid of doing in summer / winter?
•/ What do you think is the best thing to do in summer / winter?
— Let’s check your answers.
V. Заключительный этап урока. Подведение итогов урока, выставление отметок, объяснение
домашнего задания
— Our lesson is over. You worked hard at the lesson. Thank you for your work.
— Was the lesson useful for you? Was it interesting? What have you learned today? What tasks
were difficult for you?
— Write down your hometask for the next lesson. It will be ex. 1, p. 64. WB. You are to complete
the sentences.
— Ex. 2, p. 64. WB. Your task is to continue the sentences, using your imagination.
— Thank you for the lesson. It was a great pleasure to work with you today. And your marks are:
— Положительная отметка.
I’m satisfied with your work today. Your answers were full and nice. You were active during the
lesson. You have 8 (9, 10).
— Нейтральная.
Your work was good, but not enough. You should read more (learn the words, translate the text).
You have 6 (7).
— Негативная.
Your work was weak. You should be more attentive, active. Unfortunately, you have 3 (4, 5).
Урок 4

«Командные виды спорта». Чтение


Место урока: 4/12.
Тип урока: урок развития умений и навыков.
Вид урока: традиционный.
Формы работы: индивидуальная, парная.
Цель: развитие навыков изучающего чтения.
Задачи:
образовательная: содействовать развитию навыков говорения на основе прочитанного текста;
развивающая: создать условия для развития таких аналитических способностей учащихся, как умение
сравнивать и обобщать;
воспитательная: способствовать развитию культуры взаимоотношений при работе в парах.
Прогнозируемый результат: предполагается, что к концу учебного занятия учащиеся смогут рассказать
о любимых видах спорта своих одноклассников.
Оборудование: доска, мел.
Дидактическое оснащение: учебник «English 7. Student’s book» (Н. В. Юхнель, Е. Г. Наумова, Н. В. Дем­
ченко); рабочая тетрадь «English 7. Workbook-1» (Н. В. Юхнель, Е. Г. Наумова); раздаточный и наглядный
материал; листочки с названиями различных видов спорта.

ХОД УРОКА

I. Организационный момент. Введение в тему урока и определение целей


— Good afternoon, boys and girls! How are you today? I’m glad to see you all here.
— Look at the board, please. There are pictures of different games on it. Do you know all these
games? (football, basketball, volleyball, hockey)
— What are we going to speak about? Guess, please. Do you have any ideas?
— They are all team games. Today we are going to speak about team sports.
II. Речевая зарядка. Развитие лексических навыков
— Now we are going to have the vocabulary - - competition. I am going to spell a word and you
are to guess and say what it is. Make a sentence with these words.
1. y-o-g-a —yoga 6. g-y-m-n-a-s-t-i-c-s — gymnastics
2. k-a-r-a-t-e — karate 7. w-e-i-g-h-t-l-i-f-t-i-n-g — weightlifting
3. j-o-g-g-i-n-g — jogging 8. f-i-t — fit
4. b-o-x-i-n-g — boxing 9. s-k-a-t-i-n-g — skating
5. a-t-h-l-e-t-i-c-s — athletics
— Work in pairs and continue our «Spelling game».
III. Проверка домашнего задания. Развитие грамматических навыков
— Let’s check your homework. Your hometask was ex. 1, p. 64. WB. You were to complete the
sentences.
Key to ex, 1,
a) doing c) swimming e) Taking g) making
b) exercising d) smoking f) being h) Keeping
— Ex. 2, p. 64. WB. Your task was to continue the sentences, using your imagination.
IV. Основной этап урока. Совершенствование грамматических навыков
— Choose the correct variant.
1. Do you lik e______football on TV?
A) watch
B) watched
C) watches
D) watching
2. Thank you fo r______me.
A) helping
B) help
C) to help
D) helped
3. I’m afraid o f ______mistakes.
A) to make
B) made
C) make
D) making
4. She is good a t _____ .
A) to swim
B) swimming
C) swims
D) swum
5. My mum does th e ______herself.
A) ironing
B) irons
C) to iron
D) iron
6. My sister does all th e _____ .
A) cleaning
B) to clean
C) cleans
D) clean
7. The g ir l______in the dentist’s chair has got toothache.
A) sitting
B) sat
C) sit
D) sits
Key to the task:
/. D. 2. A. 3. D. 4. B. 5. A. 6. A. 7. A.
— Use gerunds formed of the verbs in the box to complete the sentences.
go clean cry
play smoke meet
play make rain
1. I love_____ chess.
2. S to p ______so much noise. I am trying to work.
3. — W hat’s that? — It’s a thing fo r______cricket.
4. When the boy broke his toy, he sta rte d _____ .
5. He tried to give u p _____ , but it was difficult.
6. When it stopped______, we went for a walk.
7. I lik e ______new people.
8. She’d finished______the flat by four o’clock.
9. I am looking forward t o ______on holiday.
Key to the task:
1. playing 4. crying 7. meeting
2. making 5. smoking 8.cleaning
3. playing 6. raining 9. going
Развитие навыков изучающего чтения
а) Предтекстовый этап. Снятие языковых трудностей
— Do you divide sports into girls’ and boys’ kinds? Boys, try to make a list of sports that are
typical for girls. Girls, do your best to make a list of sports that are typical for boys.
— Compare your lists. Do you agree? Do you have any sports in both lists? Which list has more
team sports? Can you name more team sports?
— What is «a team»?
«А team» is a group of players on the same side.

— Read a joke below. What sport is it about? Is this sport for girls of boys? Ex. Id, p. 90. SB.
b) Текстовый этап. Чтение текста
— Work in pairs. Student A: read about Rosie’s favourite sport and get ready to tell your partner
about it. Student B: read about Ben’s favourite sport and get ready to tell your partner about it. Take
some notes. Ex. 2a, p. 90. SB.
c) Послетекстовый этап. Контроль понимания прочитанного текста
Развитие навыков говорения
— Share the information you have prepared with your partner.
— Work in pairs. Who talked about the following (Ben, Rosie, neither of them or they both)?
Ex. 2c, p. 92. SB.
Key to ex. 2c.
/. they both 7. they both 13. neither of them
2. Ben 8. Ben 14. Ben
3. neither of them 9. Ben 15. they both
4. they both 10. Rosie 16. Ben
5. neither of them 11. they both 17. Rosie
6. they both 12. Rosie 18. Rosie
— Give detailed answers. Ex. 2d, p. 93. SB.
— Look through Rosie’s and Ben’s writings again. Find synonyms for the following. Ex. *, p. 65.
WB.
Key to ex. *
very popular widely known
six most popular physical activities top six sports played
fantastic sports teacher great coach
area for playing a sport field
light fresh wind breeze
the opposite team's goal opponent's net
working with a hockey stick stick handle

— Are the sentences true or false?


1. Field hockey is widely known in 73 countries.
2. Ben has played hockey since he was 5.
3. There are 11 players in Rosie’s team.
4. Mr. Rahn is Ben’s coach.
5. There are 6 players in Ben’s team.
6. Ben’s position is a mid-fielder.
7. Rosie’s favourite team is the Toronto Maple Leafs.
Key to the task:
1. False. Field hockey is widely known in 112 countries.
2. True.
3. True.
4. False. Mr. Rahn is Rosie’s coach.
5. True.
6. False. Rosie’s position is a mid-fielder.
7. False. Ben’s favourite team is the Toronto Maple Leafs.
— Answer the questions.
1. What are Rosie’s and Ben’s favourite sports?
2. What did Rosie think about her first practice?
3. Why does Ben like ice hockey?
4. How did Mr. Rahn help Rosie?
5. What does a mid-fielder do during the game?
6. Who is Ben’s favourite player?
7. Why is it difficult to play ice hockey?
Key to the task:
1. Rosie likes field hockey and Ben likes ice hockey.
2. When Rosie went to the first practice, she was worried about all the plays she had to learn and
her position. But it was not that hard at all.
3. Ben likes it because of the fights, because it’s fast and he can play it with his dad.
4. Mr. Rahn made it easy for her to learn, he explained things in a way that it was easy to
understand.
5. A mid-fielder have to go up and down the field, basically just following where the ball goes.
6. Ben’s favourite player is Pavel Bure.
7. To play ice hockey people need to learn how to skate and stick handle.
— Look at our walls. There are some words on the walls. They are the names of different sports.
Would you like to play any of these sports? You are to go around the class and read all the names of
these sports. Choose any words and stay there. Why would you like to play these sports?
— Whose story do you like most? Why?
— Make a plan of this story.
— Using your plan try to retell Rosie’s or Ben’s story.
— Are these sports popular in Belarus? Would you like to play any of these sports? Why? (Why not?)
— Work in pair. Ask and answer your partner’s questions about your favourite sport.
V. Заключительный этап урока. Подведение итогов урока, выставление отметок, объяснение
домашнего задания
— What is your partner’s favourite sport? Why does he / she like it?
— Open your record books and write down your hometask. Your hometask is ex. 4a, p. 93. SB.
You are to match questions 1—7 to the answers a—g.
— Your marks are
— Положительная отметка.
I’m satisfied with your work today. Your answers were full and nice. You were active during the
lesson. You have______ (8, 9, 10).
— Нейтральная.
Your work was good, but not enough. You should read more'(learn the words). You hav e______
(6, 7).
— Негативная.
You were not active. You should be more attentive (active). Unfortunately, you have______ (3, 4, 5).

Урок 5

«Мой любимый вид спорта». Говорение


Место урока: 5/12.
Тип урока: урок совершенствования умений и навыков.
Вид урока: традиционный.
Формы работы: индивидуальная, парная.
Цель: развитие навыков говорения.
Задачи:
образовательная: содействовать развитию навыков чтения; совершенствованию лексических навыков;
развивающая: способствовать развитию памяти, внимания, воображения у учащихся;
воспитательная: способствовать развитию культуры взаимоотношений при работе в парах.
Прогнозируемый результат: предполагается, что к концу учебного занятия учащиеся смогут рассказать
о своем любимом виде спорта.
Оборудование: доска, мел.
Дидактическое оснащение: учебник «English 7. Student’s book» (Н. В. Юхнель, Е. Г. Наумова, Н. В. Дем­
ченко); рабочая тетрадь «English 7. Workbook-1» (Н. В. Юхнель, Е. Г. Наумова); наглядный и раздаточный
материал.
ХОД УРОКА

I. Организационный момент. Введение в тему урока и определение целей


— Good afternoon, boys and girls! How are you today? I’m glad to see you all here. We have
spoken with you about Rosie’s, Ben’s and your classmates’ favourite sports. But we haven’t spoken
with you about your favourite sport. So, can you tell me what we will speak about today? We are
going to speak about our favourite sports.
II. Фонетическая зарядка. Развитие фонетических навыков
— I am going to give you a list of some words. We will have a phonetic competition. Who can
pronounce correctly more words? Listen to me at first and repeat after me. The winner is the one who
makes no mistakes.
1. sports 6. give up 11. cycling
2. keeping fit 7. gymnastics 12. team
3. yoga 8- jogging 13. field
4. athletics 9. karate 14. coach
5. boxing 10. weightlifting 15. hockey puck
III. Основной этап урока
Развитие навыков ознакомительного чтения
— What sports do you know?
— What kind of sport is each paragraph about? Ex. 1, p. 65. WB.
Key to ex. 1.
A. basketball. B. karate. C. gymnastics. D. motocross.
— Read the paragraphs in ex. 1 again and write down 3—5 questions to children’s answers about
the sport they do. Ex. 2a, p. 66. WB.
Key to ex. 2a.
(Model.)
A. Why do you like playing basketball?
B. What do you need to know about karate?
C. What is your favourite event in gymnastics?
D. What can help you to be good at motocross?
— Write 3—5 questions you could ask them about sports that they have not answered. Ex. 2b,
p. 66. WB.
IV. Проверка домашнего задания. Развитие навыков говорения
— Let’s check your homework. Your hometask was ex. 4a, p. 93. SB. You were to match questions
1—7 to the answers a—g.
Key to ex. 4a.
/. f. 2. a. 3. g. 4. c. 5. e. 6. d. 7. b.
— Work in pairs. Ask and answer these questions.
— Think of other questions that you can ask your partner.
V. Основной этап урока. Развитие навыков говорения
— Read out the interview. What kind of sport would you recommend to the one who answered the
questions? Why?
— Interview your partners. What kind of sport would you recommend for them?
— There are some strips of paper on the board. Your task is to go to the board, choose one strip
of paper and read the name of the sport. Recommend your classmates to take up this sport. Explain
why they should do it.
— Choose some ideas in exercises that we have done with you to talk about your favourite sport.
Take notes on what you are going to say.
— Tell your group about your favourite sport. Answer your partner’s questions. Prepare your
questions while listening to the others.
VI. Заключительный этап урока. Подведение итогов урока, выставление отметок, объяснение
домашнего задания
— Now we know your favourite sports. I want you to express your attitude and your mood to what
you’ve done at the lesson. Think and complete the following sentence:
Today I’ve learnt about...
Today I’ve told about...
Today I’ve answered
— Open your record books, please. Write down your hometask. Your hometask is ex. 3, p. 67. WB.
Put the questions into the logical order and answer them about a sport you do or like watching.
Your marks are
— Положительная отметка.
I’m satisfied with your work today. Your answers were full and nice. You were active during the
lesson. You have______ (8, 9, 10).
— Нейтральная.
Your work was good, but not enough. You should read more (learn the words). You have______
(6, 7).
— Негативная.
You were not active. You should be more attentive (active). Unfortunately, you have______ (3, 4, 5).

Урок 6

«Знаменитые спортсмены — гордость страны».


So do I I Neither do I
Место урока: 6/12.
Тип урока: урок введения и первичного закрепления грамматических единиц.
Вид урока: традиционный.
Формы работы: индивидуальная, парная, коллективная.
Цель: формирование грамматических навыков.
Задачи:
образовательная: обеспечить в ходе урока усвоение грамматических навыков по теме So do I / Neither
do I, расширить общий и филологический кругозор учащихся;
развивающая: способствовать обогащению словарного запаса учащихся;
воспитательная: содействовать развитию положительного отношения к здоровому образу жизни.
Прогнозируемый результат: предполагается, что к концу учебного занятия учащиеся смогут соглашать­
ся или не соглашаться с высказываниями.
Оборудование: аудиопроигрыватель, доска, мел.
Дидактическое оснащение: учебник «English 7. Student’s book» (Н. В. Юхнель, Е. Г. Наумова, Н. В. Дем­
ченко); рабочая тетрадь «English 7. Workbook-1» (Н. В. Юхнель, Е. Г. Наумова); наглядный и раздаточный
материал.

ХОД УРОКА

I. Организационный момент. Введение в тему урока и определение целей


— Good afternoon, boys and girls! How are you today? I’m glad to see you all here.
— Look at the board, please. What do you see? There are a lot of pictures on it. Do you know all
these people?
— All these people are famous. They are famous sportsmen. What are we going to speak about
today? What is our topic?
— Yes, you are right. We are going to speak about famous sportsmen.
II. Речевая зарядка. Совершенствование лексических навыков
— Cross the odd one out. Ex. 1, p. 67. WB.
Key to ex. 1.
1. skating 4. keep fit 7. fan
2. mathematics 5. weightlifting 8. give up
3. goose 6. swimming 9. sport
III. Проверка домашнего задания. Развитие навыков говорения
— Let’s check your homework. Your hometask was ex. 3, p. 67. WB. You were to put the questions
into the logical order and answer them about a sport you do or like watching.

LsiJ
IV. Основной этап урока
a) Предтекстовый этап. Снятие лексических трудностей
Discuss the questions below in pairs. Ex. 1, p. 94. SB.
Key to ex. 1.
1. They are Michael Phelps and Michael Jordan.
2. Michael Phelps is the greatest swimmer and Michael Jordan is the best basketball player.
3. Michael Phelps has set 39 world records. He has 23 Olympic gold medals. Michael Jordan has
won 2 Olympic gold medals.
b) Прослушивание текста
— Listen to the conversation, follow in the book and check your ideas. Ex. 2a, p. 94. SB.
Key to ex. 2a.
1. Michael Jordan: basketball, 6 times NBA champion, 2 Olympic gold medals, often chosen the
Best Player.
2. Michael Phelps: swimming, 14 Olympic gold medals, has broken 37 world records, the World
Swimmer of the Year every year since 2003. (14 gold medals 2004—2008 and 15 2012—2016).
c) Послетекстовый этап. Контроль понимания прослушанного и прочитанного текста
— Read the conversation, use the words in bold to find the words that mean the same. Ex. 2b,
p. 95. SB.
Key to ex. 2b.
1. to win 3. a team 5. champion 7. a record
2. to lose 4. a professional 6. a fan 8. to compete
— Answer the questions.
1. Are Steve and Phillip basketball fans?
2. Is Michael Jordan Steve and Phillip’s favourite basketball player?
3. Does Michael Jordan play nowadays?
4. Why does Steve think he could be a professional basketball player?
5. What does Michael Phelps do?
Key to the task:
1. Yes, they are. Steve likes watching sports on TV. They both never miss a basketball game.
2. Yes, he is. Michael Jordan is Steve and Phillip’s favourite basketball player.
3. No, he doesn’t. He doesn’t play anymore.
4. Steve thinks he could be a professional basketball player because he is tall enough.
5. Michael Phelps is a professional swimmer.
— Work in pairs. Discuss the questions below in pairs. Ex. *, p. 67. WB.
Формирование грамматических навыков
— Look at the script (ex. 2a) again. What phrases do the boys use to show they agree with each
other? (So do I / Neither do I)
— Look at more examples and label the chant with words in the box. Ex. 3b, p. 95. SB.
Key to ex. 3b.
1. positive statement, agreeing.
2. negative statement, agreeing.
3. negative statement, disagreeing.
4. positive statement, disagreeing.
— Look at the board, please. There is a table on it.

+ -
Agree so + aux. verb + pron. Neither + aux. verb + pron.
Disagree pron. + aux. verb + not pron. + aux. verb

— Complete the sentences with one word. Ex. 4, p. 96. SB.


Key to ex. 4.
1. So. 2. Neither. 3. So. 4. Neither.
— Choose the correct answer. Ex. 2, p. 67. WB.
Key to ex. 2.
a) So do I. с) I did. e) Neither am I. g) Neither has mine.
b) So do we. d) I ’m not. f) So would I. h) So did I.
— Let’s play the game «Hot potato». I have a ball. I will say different statements and throw the
ball to you. Catch the ball and agree or disagree with my statement.
1. I like horse riding.
2. I have never played basketball.
3. I played volleyball yesterday.
4. I am fit.
5. I don’t like karate.
6. I go cycling every day.
7. I like watching football on TV.
— Agree or disagree with the following statements. Explain your opinion. Ex. 5a, p. 96. SB.
Key to ex. 5a.
Agree Disagree

So do I. / don't.
So do I. I don't.
Neither do L / do.
So do I. I don't.
So do I. I don't.
So do I. I don't.
Neither do f. I do.

— Write your own statements about sports. Replace the underlined words in ex. 5a with your own
ideas.
— Work in pairs. Read your statements out in turn. See if your partner agrees with you.
Развитие навыков говорения
— Work with a new partner. Think of two famous sportspeople. Make up a conversation about
them. Use the conversation in ex. 2 as a model.
V. Заключительный этап урока. Подведение итогов урока, выставление отметок, объяснение
домашнего задания
— Look at the table, please. What can you do now?

I can ... Easily I have some doubts Sorry, 1 can’t


answer questions about a sport I do or like watching
agree with statements
disagree with statements
answer questions using the text

Model: I can easily answer questions using the text.


— Open your record books and write down your hometask. Your hometask is ex. 3, p. 68. WB.
Look at the table below. Write short exchanges between Sam and Molly. Try to add an extra detail to
make your answers more interesting.
— Your marks are
— Положительная отметка.
— I’m satisfied with your work today. Your answers were full and nice. You were active during
the lesson. You have______ (8, 9, 10).
— Нейтральная.
Your work was good, but not enough. You should read more (learn the words). You hav e______
(6, 7).
— Негативная.
You were not active. You should be more attentive (active). Unfortunately, you have______ (3, 4, 5).
_______________________ Урок 7 _________________

«Пятерка лучших спортсменов». Восприятие и понимание


иноязычной речи на слух
Место урока: 7/12.
Тип урока: комбинированный.
Вид урока: традиционный.
Формы работы: индивидуальная, парная, групповая.
Цель: развитие навыков восприятия и понимания иноязычной речи на слух.
Задачи:
образовательная: обеспечить в ходе урока закрепление грамматических правил, создать условия для
отработки навыков и умений в восприятии речи на слух;
развивающая: создать условия для развития памяти, внимания, воображения;
воспитательная: содействовать развитию желания заниматься спортом.
Прогнозируемый результат: предполагается, что к концу учебного занятия учащиеся смогут рассказать
о знаменитых спортсменах на основе прослушанного текста.
Оборудование: аудиопроигрыватель, доска, мел.
Дидактическое оснащение: учебник «English 7. Student’s book» (Н. В. Юхнель, Е. Г. Наумова, Н. В. Дем­
ченко); рабочая тетрадь «English 7. Workbook-1» (Н. В. Юхнель, Е. Г. Наумова); наглядный материал, раз­
даточный материал.

ХОД УРОКА

I. Организационный момент. Введение в тему урока и определение целей


— Good afternoon, boys and girls! How are you?
— We have already spoken with you about two famous sportsmen. There are a lot of them all over
the world. And today we are going to learn some information about other sportsmen. Well continue
working with a grammar rule «So do I / Neither do I».
II. Речевая зарядка. Развитие навыков говорения
— I have some strips of paper. There are some questions on them. Your task is to take one strip
of paper, read the question and answer it. Ask 2 your classmates the same question.
1. What is your favourite sport?
2. Would you like to be a professional sportsman?
3. What do professional sportsmen have to do?
4. Are you a fan of any kind of sport or sportsman?
5. Would you like to get an Olympic Gold Medal?
III. Проверка домашнего задания. Развитие грамматических навыков
— Let’s check your homework. What was your hometask? Your hometask was ex. 3, p. 68. WB.
You were to write short exchanges between Sam and Molly and add an extra detail to make your
answers more interesting.
Key to ex. 3.
(Model.)

Sam Molly
/ really enjoy watching hockey. So do I. I never miss it if it's on TV.
/ don't go jogging every day. Neither do I. / go jogging on Sunday.
I don't like skiing. Neither do I. / like skating.
/ never work on Sundays. I do. / have to work every Sunday.
I go to the fitness centre quite often. I don't. I do exercises at home.
I want to take part in the Olympics. So do I. / want to win a gold medal.

IV. Основной этап урока. Развитие грамматических навыков


— I’ll give you some messages from some British teenagers. Express your agreement or
disagreement with them.
Card.
Answer with So... I.
1. I went to bed late last night. 6. I was surprised at the news.
2. I’m hungry. 7. I can ride a bicycle.
3. I’ve been to Rome. 8. I like karate.
4. I want to go home now. 9. I slept well last night.
5. I’ll be late tomorrow.
Key to the task:
1. So did I. 4. So do /. 7. S can I.
2. So am I. 5. So will I. 8. So do I.
3. So have I. 6. So was I. 9. So did I.
Answer with Neither... I.
1. I can’t play football. 5. I don’t know them very well.
2. I didn’t buy a ball. 6. I’m not tired.
3. I haven’t got any money. 7. I didn’t watch sports programme on TV yesterday.
4. I’m not playing tomorrow. 8. I won’t go jogging tomorrow.
Key to the task:
1. Neither can I. 3. Neither have I. 5. Neither do I. 7. Neither did I.
2. Neither did I. 4. Neither am I. 6. Neither am I. 8. Neither will I.
а) Предтекстовый этап. Снятие лексических трудностей
— Look at the pictures. Match name, country, and a kind of sport to the picture. Ex. 2, p. 97. SB.
Key to ex. 2.

Michael Schumacher d Germany Formula I


Yelena Isinbayeva e Russia athletics
Inna Zhukova a Belarus gymnastics
Cristiano Rolando c Portugal football
Olexandr Usyk b Ukraine boxing

b) Прослушивание текста. Развитие навыков восприятия и понимания иноязычной речи на


слух
— Listen to the parts of interviews with some sports fans. What sportsperson is each of them
talking about? Who is not mentioned? Ex. 3a, p. 98. SB.
1. (a man speaking) He’s one of the most unusual sportsmen, who lost many fans because of
his difficult character. But he’s got a gift. He’s really talented. The one who turned the Ferrari team
from sleeping giants to no. 1 Formula One team. He’s been seven-time Formula One world drivers’
champion. He’s got real appetite for winning.
2. (a woman speaking) She started gymnastics in 1990 at the age of 4. Originally, she trained
in Russia but, she was invited to train in Belarus. At the 2008 Beijing Olympic Games she was the
second in All-Around competition. But what I really like about her is what a strong little person she
is. I remember once when I was watching the Berlin Masters Inna’s music for the ball routine had
been lost, she had to do it without music, with only the fans clapping along to help her... The worst
thing that could happen to a gymnast. But she was good, really professional. And I ’m a big fan of
hers.
3. (a girl speaking) She is a two-time Olympic Gold Medalist, she was named World Sportswoman
of the Year in 2007 and 2009. At the age of 27 she’s set twenty-seven world records. She has been a
nine-time major champion (Olympic, World outdoor and indoor champion and European outdoor and
indoor champion). As a result, many believe she’s the greatest athlete of all time. And the funny thing
is, she wasn’t even going to become an athlete. She used to do gymnastics.
4. (a boy speaking) His parents named him after former US president Ronald Reagan because he
was his father’s favourite actor, and not for political reasons. He started playing when he was only
3 and at the age of 10 he already played in a professional team. When he was 18 after the match
with Manchester United, United’s players spoke enthusiastically of the young talent that they had
just played against, saying they would rather have him in their team than play against him in the
future. Today he’s one of the top footballers of all time. You have to watch him play to see how good
he is. Really smart.
Kev to ex. 3a.
1. Michael Schumacher 3. Yelena Isinbayeva
2. Inna Zhukova 4. Cristiano Ronaldo
Olexandr Usyk isn’t mentioned.
с) Послетекстовый этап. Контроль понимания прослушанного и прочитанного текста
— Listen again and answer the questions below. Ex. 3b, p. 98. SB.
Kev to ex. 3b.
Inna Zhukova took up gymnastics at the age of 4.
Inna Zhukova had a problem with music during the competitions.
Yelena Isinbayeva has set many world records.
Yelena Isinbayeva used to do a different sport.
Michael Schumacher is very competitive.
Yelena Isinbayeva has got two Olympic medals.
Michael Schumacher helped his team to become the best.
Cristiano Ronaldo made a famous team afraid of his future results.
— Are the sentences true or false? Correct the false ones.
1. Cristiano’s parents named him after former British president Ronald Reagan.
2. Cristiano Ronaldo started playing when he was 10 and at the age of 18 he already played in
a professional team.
3. Yelena Isinbayeva used to do gymnastics.
4. Michael Schumacher isn’t really talented, he is lucky.
5. Inna Zhukova started gymnastics in 1990 at the age of 4.
6. Michael Schumacher is one of the most unusual sportsmen who got many fans because of his
difficult character.
Kev to the task:
1. False. Cristiano’s parents named him after former US president Ronald Reagan.
2. False. Cristiano Ronaldo started playing when he was only 3 and at the age of 10 he already
played in a professional team.
3. True.
4. False. He’s really talented.
5. True.
6. False. Michael Schumacher is one of the most unusual sportsmen, who lost many fans because
of his difficult character.
— We can see a picture of Olexandr Usyk. We know that he is from Ukraine and does boxing. But
we haven’t heard his fan talking about him. Look around the classroom. There are a lot of sentences
on the wall. You are to stand up and go around the classroom. Read the information about Olexandr
Usyk.
1. Usyk was born in Simferopol.
2. Until the age of 15, he used to play association football.
3. In 2002 Usyk switched to boxing.
4. He graduated from Lviv State University of Physical Culture.
5. At the 2006 European Championships he won his first three matches against little-known
opponents.
6. On November 9, 2013, Usyk made his professional debut by defeating Mexican fighter Felipe
Romero via a fifth-round knockout.
7. Usyk won his first title on October 4, 2014 after beating South African boxer Daniel Bruwer.
8. He won 14 matches.
9. 2008 lightweight European Amateur Boxing Champion, 2011 heavyweight World Amateur
Boxing Champion, and 2012 heavyweight gold medalist at the 2012 London Olympic Games.
— Work in groups. Choose one of the sportsmen above and try to restore as much information
about him / her as possible.
— Work in pairs. The first student is a journalist. You work for a sports magazine. Think of the
questions you would like to ask a famous sportsperson. The second student is a famous sportsman.
You are going to give an interview to a popular sports magazine.
— Role-play the interview.
V. Заключительный этап урока. Подведение итогов урока, выставление отметок, объяснение
домашнего задания
— What have you learnt today? What useful information have you learned today?
— Open your record books and write down your hometask. Your hometask is ex. 1 and 2,
p. 69—70. WB. Read the article below and the Fact file. Say if the statements true or false.
— Your marks are
— Положительная отметка.
I’m satisfied with your work today. Your answers were full and nice. You were active during the
lesson. You have (8, 9, 10).
— Нейтральная.
Your work was good, but not enough. You should read more (learn the words). You h av e______
(6, 7).
— Негативная.
You were not active. You should be more attentive (active). Unfortunately, you have______ (3, 4, 5).

Урок 8

«Чемпионат мира по хоккею в Беларуси». Чтение


Место урока: 8/12.
Тип урока: урок развития навыков изучающего чтения.
Вид урока: традиционный.
Формы работы: индивидуальная, парная, коллективная, групповая.
Цель урока: развитие навыков изучающего чтения.
Задачи:
образовательная: содействовать развитию навыков говорения на основе прочитанного текста посред­
ством совершенствования лексических и грамматических навыков;
развивающая: способствовать развитию памяти, внимания, мышления и воображения у учащихся;
воспитательная: способствовать воспитанию здорового образа жизни.
Прогнозируемый результат: предполагается, что к окончанию урока учащиеся смогут рассказать
о спортивных событиях в Беларуси, используя лексический материал.
Оборудование: доска, мел.
Дидактическое оснащение: учебник «English 7. Student’s book» (Н. В. Юхнель, Е. Г. Наумова, Н. В. Дем­
ченко); рабочая тетрадь «English 7. Workbook-1» (Н. В. Юхнель, Е. Г. Наумова); наглядный материал, раз­
даточный материал.

ХОД УРОКА

I. Организационный момент. Введение в тему урока и определение целей


— Good afternoon, dear students. I’m glad to see your happy faces. How are you? Is everything
OK?
— Nice to hear that you are in a good mood. I hope that sport and healthy lifestyle help you to
be happy every day.
— Today we continue talking about sport and healthy lifestyle. We are going to read the text and
discuss the most popular sport events in Belarus.
II. Фонетическая зарядка. Развитие навыков произношения
— But before it I want you to look at the board.
— Let’s revise some sounds. We start with a tongue-twister. Listen to me very attentively.
Swan swam over the sea.
Swim , swan, swim!
Swan swam back again.
Well swum, swan!
— Now repeat after me. Read it one by one.
— Great! It was funny.
— I see that you are ready and we can start our lesson.
III. Проверка домашнего задания. Развитие навыков изучающего чтения
— It’s high time to check your hometask. It was ex. 1, p. 69—70. WB. You were to read the article
below and the Fact file and do ex. 2, p. 70.

~ i 571
— Well done. Let’s continue our lesson.
Kev to ex. 2. p. 70. WB.
a) False, b) True, c) True, d) False, e) False, f) True, g) False.
IV. Основной этап урока. Развитие навыков изучающего чтения
a) Предтекстовый этап. Снятие языковых трудностей
— Students, look at the board, please. What do you see here?
I I HF WC
— Do you know this abbreviation? What does it mean?
— Yes, you are right. It is the International Ice Hockey Federation World Championship.
— Open your books. Let’s do ex. la, p. 99. SB. Read a piece of news from the past. Answer the
questions:
■/ What year is the piece of news from?
J What competition is it about?
Kev to ex. la. p. 99. SB.
1) 2009.
2) Ice hockey world championship.
— Why was winning in this competition important for Belarus? Do you know? Express your
ideas, please. Ex. lb, p. 99. SB.
— And before reading the text, I want you to do ex. 2, p. 99. SB. You are to do this task in pairs.
Discuss the questions below.
— Are you ready? Let’s check your answers.
— I see that you haven’t answered some questions. It’s Ok that you don’t know all the answers.
The information will be clarified later in the lesson.
Kev to ex. 2. p. 99. SB.
1) Ss’ own answers.
2) Ss’ own answers.
3) S s’ own answers.
4) Ss’ own answers.
5) Minsk-Arena and Chizhovka-Arena.
6) S s’ own answers.
7) 16 teams.
8) Russia.
9) 7th place, a new attendance record for WC (643, 434).
— Let’s do ex. 3a, p. 100. SB. Look at the picture of the IH WC 2014 symbol. Describe it. Can you
guess what different details represent?
b) Текстовый этап. Чтение текста
— Nice. Let’s do ex. 3b, p. 100. SB. Read the story of the mascot and add more information to
your description.
c) Послетекстовый этап. Контроль понимания прочитанного
— Have you understood the text? Let’s check.
— Now, work in small groups. Let’s do ex. 3c, p. 101. SB. Discuss the questions below.
•/ Do you like the mascot?
•/ Does it represent the country?
■/ Does it represent the Championship?
/ Could we use it to represent any other kind of sport like weightlifting, figure skating
or yoga? Why / Why not?
/ What has to be changed then?
Физкультминутка
— Nice. You’ve worked hard. I see that you are tired. Let’s relax. Let’s play the game «Hot potato».
— I have a ball. I will say different words and throw the ball to you. If you hear a word, which
is connected with the topic «Sport», you’ll catch the ball. Don’t catch the ball if the word is not
connected with the topic «Sport». If you don’t know a word ask for a help your classmates. In this
case, you should make a sentence with this word.
— Nice. Let’s continue our lesson.
Развитие навыков говорения
— Now you will work individually. I’ll give you the cards. Read the story again. Are the statements
below true or false? Correct the false statements.
Card
1) The Russian Ice Hockey Federation announced an open mascot design competition for the 2014
IIHF WC.
2) A nationwide contest for the best name and story / biography for the official mascot of the 2014
IIHF WC was announced in March 2013.
3) As many as 50 designers were offered.
4) The image of the bison was named the official mascot of the IIHF WC in Brest.
5) Following the competition, which had almost 300 stories field, the mascot got the name Volat
(the heroic warrior-in Belarusian).
6) Legends have it that they lived on Belarusian lands and there are villages whose names and
history are directly related to volats.
7) In the Eastern Slavic mythology a volat is a small and weak warrior.
8) The organizers stress that the name Volat sounds almost identical in different languages.
9) It is difficult for hockey fans to pronounce and write it.
Key to the task.
t) False (The Belarusian Ice Hockey Federation).
2) True.
3) False (40 designs).
4) False (in Minsk).
5) True.
6) True.
7) False (tall and very strong warrior).
8) True.
9) False (easy).
— Now you are to work in pairs. Let’s do ex. 4a, p. 101. SB. Rhythmic gymnastics is one of the
most popular and beautiful sports in Belarus. In groups have a brainstorm to design the symbol for
the next Gymnastics Championship held in Belarus.
— Are you ready? Describe it to the group.
— Now we are going to vote for the best mascot.
— Great! Let’s continue our lesson. Look at the table with tournament details, ex. 5a, p. 101. SB.
Decode the information to answer some of the questions in ex. 2, p. 99. SB.
— Nice. Let’s do ex. 1, p. 70. WB. You are to match the emblems with the sports events held in
Belarus and put them in the order they happen.
— Have you done the task? Let’s check
Key to ex. 1. p. 70. WB.
1) H. 2) D. 3) I. 4) G. 5) J. 6) A. 7) C. 8) E. 9) F. 10) B.
V. Заключительный этап урока. Подведение итогов урока, выставление отметок, объяснение
домашнего задания
— Our lesson is over. You worked hard at the lesson.-Thank you for your work.
— Was the lesson useful for you? Was it interesting? What have you learned today? What tasks
were difficult for you?
— Write down your hometask for the next lesson. It will be ex. 2, p. 71. WB. You are to read about
one of the events in ex. 1 and write whether the statements below are true or false. Correct the false
statements.
— Thank you for the lesson. It was a great pleasure to work with you today. And your marks are:
— Положительная отметка.
I’m satisfied with your work today. Your answers were full and nice. You were active during the
lesson. You have 8 (9, 10).
— Нейтральная.
Your work was good, but not enough. You should read more (learn the words). You have 6 (7).
— Негативная.
Your work was weak. You should be more attentive, active. Unfortunately, you have 3 (4, 5)
Урок 9

«Спорт в Великобритании и Беларуси». Чтение


Место урока: 9/12.
Тип урока: урок развития навыков изучающего чтенияг
Вид урока: традиционный.
Формы работы: индивидуальная, парная, коллективная.
Цель урока: развитие навыков изучающего чтения.
Задачи:
образовательная: способствовать формированию новой лексики и развитию навыков изучающего чтения;
развивающая: способствовать развитию памяти, внимания, мышления и воображения у учащихся;
воспитательная: способствовать воспитанию здорового образа жизни.
Прогнозируемый результат: предполагается, что к окончанию урока учащиеся смогут рассказать
о популярных видах спорта в Беларуси и Великобритании на английском языке, используя информацию из
прочитанных текстов.
Оборудование: доска, мел.
Дидактическое оснащение: учебник «English 7. Student’s book» (Н. В. Юхнель, Е. Г. Наумова, Н. В. Дем­
ченко); рабочая тетрадь «English 7. Workbook-1» (Н. В. Юхнель, Е. Г. Наумова); наглядный материал, раз­
даточный материал.

ХОД УРОКА

I. Организационный момент. Введение в тему урока и определение целей


— Good afternoon, boys and girls. Today we continue our work on the topic «Sports». We’ll revise
the material of our previous lessons and talk about sports in Belarus and Great Britain. We’ll find
out what sports you like or maybe dislike.
— Let’s begin.
II. Фонетическая зарядка. Развитие навыков произношения
— But before it I want you to look at the board.
— Let’s revise some sounds. We start with a tongue-twister. Listen to me very attentively.
Who ran across a rough road?
Ray Rag ran across a rough road. Across a rough road Ray Rag ran.
But where is the rough road Ray Rag ran across?
— Who will be the first to read this tongue-twister?
— Read it one by one.
— Nice. I see that you are ready to start our lesson.
III. Речевая зарядка. Развитие навыков говорения
— Answer my questions, please.
■/ What sports do you like?
■/ What games do you like?
■/ What sports do you dislike?
/ What kind of sports would you like to try?
/ What sports are played in our school?
Проверка домашнего задания. Развитие навыков изучающего чтения
— It’s high time to check your hometask. It was ex. 2, p. 71. WB. You were to read about one of
the events in ex.l and write whether the statements below were true or false. And you were to correct
the false statements.
— Let’s check them.
Key to ex. 2, p. 71. WB.
1) False ( The logo for this event is 7).
2) False (The contract was signed on 22 November. The festival is in summer).
3) True.
4) False (The event is held each odd year in Europe).
5) False (Belarusian sportsmen are going to take part in all events without pre-qualification
rounds).
6) False (Summer festival welcomes more athletes from Europe than winter festival).
7) True.
8) False ( The national anthem of all countries taking part in the Festival is played in honour of
the winner).
— Well done. Let’s continue our lesson.
IV. Основной этап урока. Совершенствование навыков изучающего чтения
— Now we are going to read a text. Then we’ll do some tasks,
а) Предтекстовый этап. Снятие лексических трудностей
— Look at the board, please. Here you can see some pictures. I’ll show you a picture and say
a word. Listen to me very attentively and try to guess their meanings.
championship competition take place
— Repeat after me one by one.
— Have you guessed their meanings? Look at the word building schemes of these words.
champion —►championship to compete —►competition
— What do they mean? Yes, you are right.
championship — чемпионат
competition — соревнование
take place = happen — происходить
Развитие навыков говорения
— Now, you will work in pairs. Let’s do ex. 1, p. 102. SB. Share your opinions about the questions
below.
1) Where were these photographs taken?
2) What are the most popular sports in Belarus and Great Britain?
3) What competitions take place there?
4) Why are popular sports different in these countries?
b) Текстовый этап. Чтение текста
— Let’s do ex. 2a, p. 102. SB. Read the article about sports in UK. Were you right in ex. 1,
p. 102. SB?
Key to ex. 2a, p, 102. SB.
The most popular sports in Great Britain are athletics, golf, motorsport and horseracing. There’s
the Wimbledon tennis tournament, the Football Cup Final, the Open Golf Championship and the
Grand National.
c) Послетекстовый этап. Контроль понимания прочитанного
— Have you understood the text? Let’s check.
— Now, you will work in pairs. And your task is to answer the questions. Ex. 2b, p. 103. SB.
1) What team sports are popular in UK?
2) What individual sports are the most popular?
3) What kind of sport do most people do?
4) What kind of sport do most people prefer to watch?
5) What are the most popular competitions that take place in Britain?
Key to ex. 2b, p. 103. SB.
1) football, rugby, cricket, hockey;
2) athletics, golf, motorsport, tennis and horseracing;
3) walking;
4) tennis;
5) the Football Cup Final, the Wimbledon Tennis Tournament, the Open Golf championship and
the Grand National.
Физкультминутка
— Nice. You’ve worked hard. I see that you are tired. Let’s have a rest. Look at our walls. There
are different words on the wall. You are to divide into 2 groups. The first group must pick up all the
words that mean team sports and the second group must pick up all the words that mean individual
sports.
— Let’s begin.

Football, baseball, yoga, roller skating, cycling, karate, swimming, weightlifting, horse riding,
tennis, athletics, badminton, golf, basketball, ice hockey, jogging, gymnastics, skiing, cricket,
volleyball.

— Great! I see that you know all the words. Let’s continue our lesson.
— Now you are to work individually. I’ll give you cards with different sentences. Your task is to
say whether they are true or false. Please, correct the false statements.
Card

1) Britain has a poor sports history.


2) About 59 million people over the age of 16 in the United Kingdom regularly take part in
sport or exercise.
3) The United Kingdom has given birth to lots of great international sports including: football,
rugby, cricket, golf, tennis, badminton, squash, hockey, boxing, and billiards.
4) The four nations that make up the UK usually enter their own teams in international sports
competitions.
5) Jogging is the most popular physical activity.
6) Boxing is the top sport for the two weeks of the Wimbledon Championships.
7) The most popular individual sports include athletics, golf, motorsport, and horseracing.
8) Football is popular in England and Wales, but is less popular in the other UK nations.

— Have you done the task? Let’s check your answers.


Key to the task.
1) False (rich).
2) False (29 million).
3) True.
4) True.
5) False (walking).
6) False (tennis).
7) True.
8) False (cricket).
— Nice let’s continue talking about the most popular sports in Great Britain. I’ll give you cards.
Your task is to complete the sentences according to the text.
Card

1) The United Kingdom has given__


2) About 29 million people_________
3) Cricket i s _____________________
4) Tennis i s ______________________
5) Walking i s ____________________
6) The most popular individual sports
7) Great British sporting events____

Key to the task.


1) birth to lots of great international sports including: football, rugby, cricket, golf, tennis,
badminton, squash, hockey, boxing, and billiards.
2) over the age of 16 in the United Kingdom regularly take part in sport or exercise, -
3) popular in England and Wales, but is less popular in the other UK nations.
4) is the top sport for the two weeks of the Wimbledon Championships.
5) the most popular physical activity.
6) sports include athletics, golf, motorsport, and horseracing.
7) ... include the Football Cup Final, the Wimbledon tennis tournament, the Open Golf championship
and the Grand National a world-famous horserace).
a) Предтекстовый этап. Снятие языковых трудностей
— We’ve just learned some information about the most popular sports in Great Britain.
— And what do you know about sports and games in Belarus?
— What sports are the most popular?
— What are the most popular competitions that take place in Belarus?
b) Текстовый этап. Чтение текста
— Let’s do ex. За, p. 103. SB. You will read some statistics about sport in Belarus. Did you know
that? In Belarus there are numerous sports facilities open for everybody.
c) Послетекстовый этап. Контроль понимания прочитанного
— Have you understood this information? Let’s check. You are to work in pairs. Discuss the
questions, please.
•/ What team sports are popular in Belarus?
•/ What individual sports are most popular?
</ What kind of sport do most people do in Belarus?
/ What kind of sport do most people prefer to watch?
/ What are the most popular competitions that take place in Britain?
The answers.
1) football, hockey, volleyball, handball;
2) tennis, athletics, gymnastics, skiing, swimming, chess, wrestling;
3) cycling, swimming, athletics, football, hockey, biathlon;
4) the Christmas International Amateur Ice Hockey Tournament for the prizes of the President of
the Republic of Belarus, International competitions in rhythmic gymnastics for children «Baby Cup»,
«BelSwissBank» Rhythmic Gymnastics World Cup Stage, the Wrestling Tournament for the Prizes of
3-times Olympic Champion Alexander Medved.
— Now you are to work individually. I’ll give you cards with different sentences. Your task is to
say whether they are true or false. Please, correct the false statements.
Card

1) The most popular sports are: track and field athletics, football, gymnastics, skiing, hockey
and tennis.
2) The Grodno Centre in Belarus is one of the best biathlon centres in the world.
3) The country has no records at the Olympic games.
4) The first independent Belarus Olympic team took part in the 1994 Winter Olympic Games in
Lillehammer and won two silver medals.
5) At the London 2012 Summer Olympics Belarusian athletes won a total of 12 medals including
5 golds and 2 silvers.
6) Olga Korbut is a music icon.
7) Igor Makarov won a gold medal in judo at the 2004 Athens Olympic Games.
8) There are 3 Olympic training centres in Belarus, in Staiki, Raubichi and Ratomka.

— Have you done the task? Let’s check your answers.


Key to the task.
1) True.
2) False (The Raubichi).
3) False (has an excellent record).
4) True.
5) False (2 golds and 5 silvers).
6) False (a sport icon).
7) True.
8) True.
— Nice, let’s continue talking about the most popular sports in Belarus. I’ll give you cards. Your
task is to complete the sentences according to the text.
Card

1) 144 stadiums, 250 swimming pools


2) Belarusians f ir s t_______________
3) Belarus ranked_________________
4) The legendary B elarussian______
5) In 1972_______________________
6) Maxim M irn y i_________________

— Have you done the task? Let’s check your answers.


Key to the task.
1) 4588 gymnasiums, 332 swimming pools in kindergartens, 52 athletics centres, 35 ice rinks,
12,212 sports grounds.
2) took part in the Olympics in the 1952 Helsinki games, as part of a USSR team.
3) 26rd in the Olympic medal count.
4) gymnast won 4 Olympic Gold medals.
5) Korbut was named Best Sportswoman in the World.
6) is the most famous Belarusian tennis player.
— Well done!
V. Заключительный этап урока. Подведение итогов урока, выставление отметок, объяснение
домашнего задания
— Our lesson is over. You worked hard at the lesson. Thank you for your work.
— Was the lesson useful for you? Was it interesting? What have you learned today? What tasks
were difficult for you?
— Write down your hometask for the next lesson. It will be ex. 2, p. 74. WB. Your task is to look
through the advertisement of a Sports Complex and say what country it is. You are to guess the
missing words.
— Thank you for the lesson. It was a great pleasure to work with you today. And your marks are:
— Положительная отметка.
I’m satisfied with your work today. Your answers were full and nice. You were active during the
lesson. You have 8 (9, 10).
— Нейтральная.
Your work was good, but not enough. You should read more (learn the words). You have 6 (7).
— Негативная.
Your work was weak. You should be more attentive, active. Unfortunately, you have 3 (4, 5).

Урок 10

«Гордость белорусского спорта». Говорение


Место урока: 10/12.
Тип урока: урок совершенствования речевых навыков.
Вид урока: урок-викторина.
Формы работы: индивидуальная, групповая.
Цель урока: развитие умений монологической речи.
Задачи:
образовательная: содействовать развитию навыков письменной речи, коммуникативной компетенции
учащихся посредством совершенствования навыков говорения, лексических и грамматических навыков;
развивающая: способствовать развитию памяти, внимания, мышления и воображения у учащихся;
воспитательная: способствовать воспитанию здорового образа жизни.
Прогнозируемый результат: предполагается, что к концу учебного занятия учащиеся смогут сообщить
своему условному речевому партнеру о популярных видах спорта в Беларуси и Великобритании.
Оборудование: доска, мел.
Дидактическое оснащение: учебник «English 7. Student’s book» (Н. В. Юхнель, Е. Г. Наумова, Н. В. Дем­
ченко); рабочая тетрадь «English 7. Workbook-1» (Н. В. Юхнель, Е. Г. Наумова); наглядный материал, раз­
даточный материал.
ХОД УРОКА

I. Организационный момент. Введение в тему урока и определение целей


— Good afternoon, dear students. I’m glad to see you today.
— How are you? How’s your mood? Are you ready to start our lesson?
— Today we are going to have an unusual lesson. We have almost finished studying the topic
«Sport». We have gathered here today to speak about different kinds of sports in Belarus and Great
Britain, to remember and learn more about famous sportsmen and to know how much you can say
about sports and a healthy lifestyle.
— We will have two teams. I’ll give you some strips of paper you can’t see what is written on
them, choose one strip, please. Now you can read the names of sports on your strip. Read your word.
So we have different kinds of sports. How can we make two teams with the help of these kinds of
sports? These are kinds of sports and games. The first team is sports and the second is games.

Football, athletics, basketball, gymnastics, hockey, boxing, yoga, cricket, weightlifting, volleyball.

— There are a lot of tests, which should be passed in order to define the winner. Let’s name the
teams. Each team should think of its name connected with our topic and its motto or explain why
they have used this or that name.
II. Основной этап урока. Совершенствование лексических и грамматических навыков
— Now it’s high time to start our competition «Sport in Belarus and Great Britain». Are you
ready? Let’s begin.
1. Unjumble the words.
— There is a list of words on the board. Your task is to write them correctly. If you write a word
correctly, you will get 1 point.
1. xobing — 5. mygnastics — 9. alethcits —
2. ginggoj — 6. ballkesab — 10. layp —
3. rakate — 7. clingcy — 11. mage —
4. ogay — 8. miwsming — 12. ropst —
Kev to ex. 1.
/. boxing 5. gymnastics 9. athletics
2. jogging 6. basketball 10. play
3. karate 7. cycling 11. game
4. yoga 8. swimming 12. sport
2. Answer the questions with one word.
— At our previous lesson we read the information about sports in Belarus and Great Britain.
Answer the following questions with one word.
a) Where did the Olympic Games 1952 take place?
b) How many athletics centres are there in Belarus?
c) W hat’s the most popular physical activity in UK?
d) What is the noun from the verb to compete?
e) What sport does Igor Makarov do?
f) What gymnast won the Olympics in 1992?
g) What sport do they play at Wimbledon?
Answers to the questions.
a) Helsinki. c) walking. e) judo. g) tennis.
b) fifty-two. d) competition. f) Scherbo.
3. Guess the word.
— I’ll give you a card. Your task is to read the description of different kinds of sports and games
and say what it is.
~ I 65 I ’
Card

1) It is a way of travelling or going on foot.


2) It is a game played on a table using round wood bats and a small plastic ball.
3) It is a game played by two or four persons with a small hard ball which is struck with clubs
(клюшка, дубинка) into holes.
4) It is a game for two or four players who hit a ball with rackets across a net.
5) A game played by two teams of eleven players who try to kick a round ball into their
opponents’ goal.
6) A game played indoors between two teams of five players, in which each team tries to win
points by throwing a ball into a basket.
7) The sport of moving oneself through water using one’s arms, legs etc.
8) The sport of moving down hills or across the countryside in the snow, wearing skis.

Key to ex. 3.
1) walking. 3) golf. 5) football. 7) swimming.
2) table tennis. 4) lawn tennis. 6) basketball. 8) skiing.
4. Make up a conversation.
— Now your task is to make up a conversation. Role-play your conversations. Try to sound as
natural as possible.
Situation
Two friends (one from Belarus, one from Britain) haven’t seen each other for ages, they meet and
stop to talk about sports in their countries.
5. «Rhymester».
— The task is to make up rhymes using the words about sports. The more rhymes you make, the
more points you take.
Example
— I like tennis, draughts and running. But I hate hockey and climbing.
6. Do the crossword. Translate the words into English.

3
Across: Down:
1. соревнование 1. футбол
2. бокс 2. чемпионат
3. велоспорт 3. теннис
4. игра 4. гимнастика
5. играть 5. плавание
6. йога 6. легкая атлетика
7. баскетбол
8. бег трусцой
9. тяжелая атлетика
10. команда
Kev to the crossword.
Лcross: Down:
1. competition 1. football
2. boxing 2. championship
3. cycling 3. tennis
4. game 4. gymnastics
5. play 5. swimming
6. yoga 6. athletics
7. basketball
8. jogging
9. weightlifting
10. team
7. Divide the words.
— I’ll give you cards. Your task is to divide all these words into two groups. The first one is the
team kinds of sports and the other one is the individual kinds of sports. Let’s begin.

Football, baseball, yoga, roller skating, cycling, karate, swimming, weightlifting, horse riding, tennis,
athletics, badminton, golf, basketball, ice hockey, jogging, gymnastics, skiing, cricket, volleyball.

Kev to the task.


Team sports Individual sports
1. football. 1. yoga.
2. baseball. 2. roller skating.
3. tennis. 3. cycling.
4. badminton. 4. karate.
5. basketball. 5. swimming.
6. ice hockey. 6. weightlifting.
7. cricket. 7. horse riding.
8. volleyball. 8. athletics.
9. golf.
10. jogging.
11. gymnastics.
12. skiing.
III. Заключительный этап урока. Подведение итогов урока, выставление отметок, объяснение
домашнего задания
— Our competition «Sport in Belarus and Great Britain» is almost over. The winner of our
competition is
— Now I want you to express your attitude and your mood to what you’ve done at the lesson.
Think and complete the following sentence:
I’d like to do....
It was interesting for me to...
It was easy to do­
lt was difficult to do...
— Open your record books and write down your hometask. Your hometask is to write 6—8
sentences about your favourite sportsmen in Belarus.
— Your marks are...
Урок 11

«Популярные виды спорта». Говорение


Место урока: 11/12.
Тип урока: комбинированный.
Вид урока: традиционный.
Формы работы: индивидуальная, парная, групповая, коллективная.
Цель урока: развитие умений монологической речи.
Задачи:
образовательная: способствовать развитию навыков диалогической речи, грамматических навыков, на­
выков говорения;
развивающая: создать условия для развития коммуникативных навыков через разнообразные виды ре­
чевой деятельности;
воспитательная: содействовать развитию интереса к различным видам спорта.
Прогнозируемый результат: планируется, что к концу урока учащиеся смогут рассказать о популярных
видах спорта в разных странах.
Оборудование: аудиопроигрыватель, мел, доска.
Дидактическое оснащение: учебник «English 7. Student’s book» (Н. В. Юхнель, Е. Г Наумова, Н. В. Дем­
ченко); рабочая тетрадь «English 7. Workbook-1» (Н. В. Юхнель, Е. Г. Наумова); наглядный материал, карта
мира.
ХОД УРОКА

I. Организационный момент. Введение в тему урока и определение целей


— Good afternoon, boys and girls! How are you today?
— Look at the board, please. There is a map on it. I want to remind you that our topic is «Sports».
How can our topic be connected to this map of the world? Do you have any ideas?
— Today we are going to continue our topic «Sports». We’ll speak about sports in different
countries. The topic of our lesson today is «Popular sports».
II. Речевая зарядка. Развитие навыков говорения
— Look at the board, please! There are some sayings. Match the sayings with their translation.

Если ты побеждаешь, ничего не говори, если


1 «Nobody who ever gave his best regretted it» A
проигрываешь, говори меньше
«When you win, say nothing, when you lose, Всегда выкладывайся по полной, даже если
2 В
say less» шансы против тебя
«Always make a total effort, even when the odds Никто из тех, кто выкладывался на все
3 c
are against you» 100 %, не пожалел об этом

Key to the task:


/. C. 2. A. 3. B.
— What do you think about these sayings?
— Work in pairs. Try to explain the meaning of each saying to your partner.
— Which statement can be your motto? Why?
III. Проверка домашнего задания. Развитие навыков говорения
— Let’s check your homework. You wrote 6—8 sentences about your favourite sportsmen in
Belarus. Speak about your favourite sportsmen in Belarus.
IV. Основной этап урока. Развитие навыков ознакомительного чтения
— Read a piece of news. What records did the Belarusian team set at the Olympics? Ex. 1,
p. 105. SB.
Key to ex. 1.
The Belarusian team won 6 medals. It was the most successful winter Olympics for Belarus.
Развитие навыков восприятия и понимания иноязычной речи на слух
— Before we are going to listen to a text, look at the board.
soccer = football
— Listen to Yan and Nick talking. What are they talking about? Ex. 2a, p. 106. SB.
— Hey, Yan! What’s up!
— Hi, Nick! I’ve got great news! Belarus has won! The whole world is coming to Belarus!
— What are you talking about?
— The World Ice Hockey Championship! It’s going to take place right here! In Minsk!
— Wow. You sound excited! I never knew you liked hockey so much! You must talk to Rosie. She’s
a fan. Is ice hockey popular in Belarus?
— Yes! Very! I know 3 boys who play in hockey teams. And that’s only in my class.
— I didn’t know that. Here in Britain we prefer football (soccer), I mean. People do play hockey,
but there are many other kinds of sport that are more popular. Take rugby, cricket, or golf, for
example. Are they popular in Belarus?
— Well, not really. 1 actually don’t know how to play rugby or cricket. But football has lots of
fans. Every boy can play it. And lots of people go skiing or skating in winter.
— I guess we just don’t have enough snow to ski. Many people do go walking, though.
— Walking? You call it sport? I walk every day. I’m a great athlete!
— Not funny! I’d like to take up walking or jogging myself. It really helps you to keep fit.
Key to ex. 2a.
The boys are talking about the news on the World Ice Hockey Championship and sports in their
countries.
— Copy the chant below. Listen again and complete the first two columns with the kinds of sport
the boys mention. Ex. 2b, p. 106. SB.
Key to ex. 2b.
Belarus: hockey, football, skiing, skating.
The UK: soccer, rugby, cricket, golf, walking, jogging.
— What countries do the other columns represent? What sports are popular in these countries?
(The task is to name at least 2—3 kinds of sport.)
Key to the task:

the USA baseball, soccer, ice hockey, American football, basketball, auto racing
ice hockey, golf, rugby, skiing, basketball, cricket, ice skating, skateboarding, snowboarding,
Canada swimming, tennis
Australia surfing, horse racing, rugby, swimming, golf, tennis
New Zealand rugby, cricket, soccer, golf, water sports
Ireland football, rugby, golf, swimming, horse racing, handball

Развитие грамматических навыков


— Look through the unit and answer the questions below in pairs. Ex. 3, p. 107. SB.
Key to ex. 2.
1. No / zero article is used with kinds of sport.
2. When we name the sport events we use article the.
— Match examples below to the rules. Ex. *, p. 75. WB.
Key to ex. *.
a. But. b. 2. c. 1. d. But. e. 1. f. 2.
Развитие навыков говорения
— Work in pairs. Student A: ask questions. Student B: answer these questions. At first do ex. 1,
p. 76. WB. Read the kids’ opinions. Match their answers with the questions.
Kev to ex. 1.
1. f. 2. a, g. 3. e, h. 4. c, j, i. 5. d. 6. b.
— Work in pairs. Imagine you are from one of the English-speaking countries. Telephone your
friend and discuss popular sports in your countries.
V. Заключительный этап урока. Подведение итогов урока, выставление отметок, объяснение
домашнего задания
— Is it important to do sports?
Why is sport so popular all over the world?
What sports are popular in the UK?
What sports are popular in Belarus?
— What have you learnt today? What useful information have you learned today?
— Open your record books and write down your hometask. Your hometask is ex. 2, p. 77. WB. You
are to write answers to the questions about yourself.
— Your marks are
— Положительная отметка.
I’m satisfied with your work today. Your answers were full and nice. You were active during the
lesson. You have______ (8, 9, 10).
— Нейтральная.
Your work was good, but not enough. You should read more (learn the words). You hav e______
(6, 7).
— Негативная.
You were not active. You should be more attentive (active). Unfortunately, you have______ (3, 4, 5).

Урок 12

«Популярные виды спорта в Великобритании». Чтение


Место урока: 12/12.
Тип урока: урок развития навыков изучающего чтения.
Вид урока: традиционный.
Формы работы: индивидуальная, групповая, коллективная.
Цель урока: развитие навыков изучающего чтения.
Задачи:
образовательная: содействовать развитию навыков говорения на основе прочитанного текста посред­
ством совершенствования лексических и грамматических навыков;
развивающая: способствовать развитию умения высказываться логично, связно, делать выводы;
воспитательная: способствовать расширению кругозора учащихся.
Прогнозируемый результат: предполагается, что к концу урока учащиеся смогут рассказать о таких
играх, как крикет, бейсбол и кёрлинг.
Оборудование: мел, доска.
Дидактическое оснащение: учебник «English 7. Student’s book» (Н. В. Юхнель, Е. Г Наумова, Н. В. Дем­
ченко); рабочая тетрадь «English 7. Workbook-1» (Н. В. Юхнель, Е. Г. Наумова); наглядный и раздаточный
материал.

ХОД УРОКА

I. Организационный момент. Введение в тему урока и определение целей


— Good afternoon, boys and girls! How are you today? I’m glad to see you all here.
— We have spoken with you about different kinds of sport, famous sportsmen, team sports, what
we should do to keep fit, Belarusian sports and sports in the UK.
— The topic of our lesson today is «How the game is played». Can you guess what we’ll speak
about?
— We are going to speak about some games that are not popular in our country and a lot of
people don’t know how to play them.
The aims for the lesson today are:
S to revise information from the previous lessons;
/ to read a text;
/ to revise grammar rules;
/ to speak about some games.
— Let’s stick them on the board. At the end of the lesson, we will return to our aims. And if we
achieve them we will put a plus «+».

II. Речевая зарядка. Совершенствование лексических навыков


— Do the Olympics Wordsearch. How many kinds of sports can you find? Ex. 3, p. 77. WB.
Key to ex. 3.
Long jump, golf, athletics, swimming, ice hockey, basketball, badminton, volleyball, diving, cycling,
football, curling, ski jump, tennis, skeleton.
— Find a synonym to each of the following words and word-combinations.
1. to do some exercises or dance to music on ice — to go figure — skating;
2. to go by horse — to go horse-riding;
3. to ride a bicycle — to go cycling;
4. to play the ball, kick it and try to score a goal — to play basketball,
5. to play on the ground covered with ice — to play hockey,
6. to play with a small ball, a rocket on a table — to play tennis',
7. to swim under the water — to go diving',
8. to jump on a ring with pair of gloves — to do boxing.

III. Проверка домашнего задания. Развитие навыков говорения


—Let’s check your homework. Your hometask was ex. 2, p. 77. WB. You were to write answers to
the questions about yourself.
— Work in pairs. Make a dialogue. Ask and answer the questions.

IV. Основной этап урока


Развитие навыков чтения
a) Предтекстовый этап. Снятие языковых трудностей
— What’s wrong with these names of sports? Put the parts of the words right to make names of
three famous sports: cricking, baset, curlball.
— What do you know about these sports?
— Which way of speaking about sports is better? Why? Ex. lc, p. 108. SB.
b) Текстовый этап. Чтение текста
— Work in groups. Student A: read text A. Student B: read text B. Student C: read text C. Prepare
to tell your group about it. Take some notes. Ex. 2a, p. 108. SB.
— Share the information you have prepared with your group.

c) Послетекстовый этап. Контроль понимания прочитанного текста


Развитие навыков говорения
— Match the names with the descriptions and the pictures.
Key to the task:
A. cricket. B. baseball. C. curling.
— Match the words in bold with their meaning. Ex. 2b, p. 110. SB.
Key to ex. 2b.
/. equipment. 2. opponent. 3. to score.
— Fill in the new words. They can be used more than once. Ex. 2c, p. 110. SB.
Kev to ex. 2c.
L opponent. 2. scored. 3. equipment. 4. scored. 5. equipment. 6. opponent.

Развитие грамматических навыков


— Find the Present Simple Passive forms in the descriptions.
— Look at the board, please. There is a table on it.
to be + V,'d

The Present Simple Passive

+ -

I am + V3ed am not + V3ed Am + V3ed

he, she, it is + V3' d isn’t + V /d Is + V /d

we, you, they are + V3ed aren’t + V3ed Are + V3ed

— Read an article about Quidditch and open the brackets to put verbs into the Present Simple or
the Present Simple Passive. Ex. 1, p. 78. WB.
Key to ex. 1.
1. are played 6. ends
2. is played 7. is caught
3. are situated 8. agree
4. gives 9. is not caught
5. get 10. compete

Развитие навыков говорения


— Read about Quidditch again and correct the statements below. Ex. 2, p. 79. WB.
Key to ex. 2.
a. Quidditch first appeared in the Harry Potter books.
b. Both girls and boys play quidditch.
c. The players of two teams ride brooms on the oval-shaped grass pitch.
d. The aim of the game is to score as many goals as you can and catch the Snitch, one of the balls.
e. The Quidditch pitch is much larger than a typical classroom.
f. There are six round-shaped goals on the pitch.
g. The match finishes after one of the players catches the Snitch or captains agree to end the
game.
h. The longest Quidditch game ever played lasted three months.
i. The real life Quidditch game appeared in Canada in 2005.
j. The World Cup is held every year.
k. Middlebury team won the first World Cup.
— Work in pairs. Find answers to the following questions in the descriptions. Ex. 4a, p. 111. SB.
To do this exercise you need to fill in the following table.

cricket baseball curling

1
2
3
4
5
6
7
8
Kev to ex. 4a.

c r ic k e t b a s e b a ll c u r lin g

1 grassy field field ice


2 2 teams of 11 2 teams Of 9 2 teams Of 4
8 stones of 17-20 kilos with a handle,
3 a bat, a ball, white clothes, a bat, a ball, a glove, a helmet
helmets, gloves a broom, shoes different for each
foot, gloves and mittens
take turns to bat and score a player runs around the 4 for the stones coming closer to the
4 bases safely and returns ‘home’ centre of the house
runs

5 to score more runs to score more runs a lot of teamwork


Australia, England, India,
Pakistan, Sri Lanka, Fiji,
US, Canada, Latin America, Scotland, Canada, Japan, Australia,
6 Southern Africa, New Europe, Japan
Zealand, Jamaica, Dominica, Europe, Korea, New Zealand, China
Zimbabwe, Bangladesh
7 no information no information Yes, since 1998

8 professionals, amateurs professionals, amateurs very few professionals, amateurs

— Compare the games. Ex. 4b, p. 112. SB.


Kev to ex. 4b.
1. baseball 3. Ss’ own ideas 5. curling
2. cricket 4. cricket 6. curling
— Which of the games would you like to learn to play? Why?
— What is the popular sports game? Vote, please.
V. Заключительный этап урока. Подведение итогов урока, выставление отметок, объяснение
домашнего задания
— Would you like to play these games? Why or why not?
What is your favourite game?
What is your favourite sport?
Who is your favourite sportsman?
— You’ve done a great job today. What have we done today?
■/ We have revised information from the previous lessons;
У We have read the text about cricket, curling and baseball;
</ We have revised the Present Simple Passive;
■/ We have spoken about cricket, curling and baseball.
— Open your record books and write down your hometask. Your hometask is ex. 3, p. 80. WB.
Match the balls to the sports below.
— Your marks are
— Положительная отметка.
I’m satisfied with your work today. Your answers were full and nice. You were active during the
lesson. You have______ (8, 9, 10).
— Нейтральная.
Your work was good, but not enough. You should read more (learn the words). You hav e______
(6, 7).
— Негативная.
You were not active. You should be more attentive (active). Unfortunately, you have______ (3, 4, 5).